Research indicates a significant rise in child and adolescent mental health difficulties over the past few decades (Mental Health Foundation, 2015). Evidence-based programmes are becoming increasingly favoured as a preventative measure to address these difficulties, given that a large number of interventions delivered in schools have been shown to be effective (Domitrovich et al., 2008). While schools offer an ideal stage for the prevention of mental health difficulties, research suggests that the outcomes of evidence-based programmes are heavily moderated by implementation variability (Durlak, 2015). A key driver of effective implementation and therefore, positive outcomes, is the implementer - who in the case of school-based preventative programmes is almost exclusively the class teacher. The aim of the current study was to investigate the influence of individual level teacher characteristics on implementation variability in a universal social and emotional learning programme, using data drawn from the evaluation of the PATHS to Success trial (Humphrey et al., under review). A concurrent embedded mixed methods design was used to gain a fuller appreciation of the individual level factors that affect implementation variability. A total of 183 teachers were included in the analyses, who completed surveys regarding their professional and psychological characteristics, as well as their perceptions of and attitudes towards interventions. Data were analysed using multiple regression, including a series of interaction terms. Missing data were addressed by means of multiple imputation. There were twelve focus teachers in the qualitative strand, with interviews conducted to investigate the individual level barriers and facilitators associated with implementation variability. Teachers' interview data was analysed thematically. Results indicated that teachers' characteristics did have an influence on implementation variability, although this varied depending on the aspect of implementation. A series of multiple regression analyses indicated that implementer characteristics accounted for 9% of the variance in the fidelity model, 21% in the dosage model, and 15% in the quality model. No individual predictors were significant, although there were some marginally non-significant trends. There was also no reported increase in the variance across the three models when a series of interaction terms were added. The qualitative interviews aided the clarification of some of the quantitative findings, adding substantial depth to some of the conclusions drawn, with school leadership emerging as a significant factor in the successful implementation of the programme. There were a number of implications as a result of the findings from the current study for researchers, programme developers, and schools in understanding implementation variability at the individual level. Directions for future research are discussed in light of these findings.

The Leader in Me (Covey, 2008) is an approach to fostering social and emotional learning that has been adopted by more than 3,000 schools across the globe, but which has received relatively little empirical attention. Grounded in the seven habits from Stephen Covey’s (1989) The 7 Habits of Highly Effective People, the school-based program The Leader in Me supports schools in fostering social and emotional learning and empowering students to take on leadership roles in their school. Using a mixed-methods approach, this study examines the social and emotional learning of elementary school students attending six public elementary schools that began implementation of The Leader in Me in 2014-15 in comparison to their peers at six structurally and demographically similar comparison schools within the same school districts. The survey and interview data from participating schools are analyzed through the lens of two main conceptual frameworks: social and emotional learning and youth voice. Quantitative results indicate that Leader in Me students demonstrated a significant, negative treatment*time effect for eight of the thirteen measures, and a significant, negative treatment effect for one additional measure, as compared to students attending the matched comparison schools. Three of these measures are related to social and emotional learning, four are related to youth voice, and two are related to overall teacher and school support. Qualitative results reveal that while some students spoke of the 7 habits in ways that demonstrate awareness and application of social and emotional competencies, they also had varying levels of understanding of the habits themselves. Similarly, while some students and teachers spoke of the ways that The Leader in Me fosters youth voice and empowerment, other qualitative data suggest that the program is having the opposite effect, and that students are defining youth leadership as compliance. Findings from this study highlight the following recommendations for social emotional and youth voice reform efforts: a clearly communicated implementation framework at the classroom and school level accompanied by an aligned fidelity rubric; the adoption of an action-reflection cycle that includes both teacher and student perspectives; and the awareness of, and active preparation for, inherent power dynamics in schools.

Social and emotional competencies have received increased attention as important components of school readiness for young children. Universal programs incorporating social and emotional learning (SEL) instruction for all preschool students are needed given the relation between social and emotional competencies in early childhood and later developmental outcomes. The Strong Start: Pre-K program is a low-cost, developmentally tailored educational curriculum targeting important social and emotional knowledge and skills. Although this program is part of an evidence-based SEL curriculum (Strong Kids), the preschool component lacks empirical investigation. This pilot study used a single group pre-post within-subjects design to investigate the feasibility and acceptability of implementation of Strong Start: Pre-K and the impact of the curriculum on social and emotional knowledge and skills of 39 students in two preschool classrooms. Feasibility and acceptability were evaluated through descriptive data on social validity and treatment integrity. In addition, preliminary evidence of effects was established through analysis of observed child and teacher behavior. Results suggest that teachers and students find the Strong Start: Pre-K curriculum to be highly acceptable and that teachers are able to implement the curriculum with moderate to high levels of fidelity with limited training. Preliminary evidence of effects suggests that children who participated in the Strong Start: Pre-K curriculum demonstrated increases in social and emotional strengths and resiliencies as well as increases in social and emotional knowledge following exposure to the Strong Start: Pre-K curriculum. Direct observations of child behavior also demonstrated increases in pro-social behavior and decreases in disruptive behavior.

The Social and Emotional Aspects of Learning (SEAL) initiative for secondary schools was launched in England in 2007 as part of the Secondary National Strategy for School Improvement. Designed as a universal, whole-school approach for the development of key social and emotional skills, SEAL was expected to improve behaviour, attendance, attainment and the emotional health and well-being of all members of the school community (DfES, 2007a). Research studies examining the implementation of school-based interventions have revealed, however, that they are rarely implemented as intended by the programme developers (Berman and McLaughlin, 1976) and that this is likely to negatively impact upon the achievement of the expected outcomes (Durlak and DuPre, 2008). Implementation is typically variable between settings due to local adaptations or modifications (Blakely et al, 1987) and challenges to implementation at a range of levels, including programme, classroom and school (Greenberg et al, 2005).This longitudinal study examined the processes of implementation of SEAL in five case study schools in the north-west of England. The primary aims were to: (i) identify both positive and negative factors affecting implementation so that any necessary improvements to SEAL may be made prior to its broader dissemination; (ii) support future practitioners in the implementation of SEAL by highlighting effective strategies and potential challenges; (iii) expand understanding of the processes of implementation of school-based interventions in English educational contexts. Schools were visited five times during the first two years of the implementation of SEAL; lessons were observed, relevant documents reviewed and interviews conducted with a range of staff, pupils and Local Education Authority representatives. Data was analysed thematically using a combination of a priori and emergent themes. As anticipated, implementation was variable between schools; this was in the detail of implementation, however, and broader convergences were seen in the barriers presented and the non-implementation of key processes and elements. None of the schools were able to fully implement SEAL. Challenges to implementation were identified at all levels examined (programme, classroom and school) and included programme characteristics, staff resistance, insufficient training, lack of time and competing initiatives. The interaction of negative and positive factors both within and between levels suggested, however, that no one factor may be considered dominant. This study concluded that until programme level issues and shared contextual factors such as initiative overload are addressed, then the full implementation of SEAL in secondary schools is unlikely to be achieved.

Although approximately one-fourth of adolescents have a mental health disorder only half of them receive treatment. The goal of this study was to determine if Strong Kids, a social and emotional learning curriculum, implemented over a 4-week period could help decrease internalizing symptoms and increase resilience in middle school students, something not previously investigated. This study also measured social and emotional knowledge as measured by the Strong Kids questionnaire. Additionally, treatment fidelity and social validity were measured. The study used a non-equivalent, control group design. The sample consisted of 148 students: 70 in the treatment group and 78 in the control group. This study was completed using existing data from a title one middle school that implemented Strong Kids. The school had a relatively diverse population and was relatively low SES, with 66% of students receiving free or reduced price school lunch. The Strong Kids curriculum was taught by the school's health teacher to half of the eighth grade students, while the other half received normal state curriculum. Pre and post rating scales were completed by teachers and students on measures of resilience, internalizing symptoms, and social-emotional knowledge. Since there were some differences at pre-test, a 2-by-2 mixed-design analysis of variance and an analysis of covariance were used to analyze results. Results suggested that teacher was able to implement the curriculum with fidelity, with moderate social validity among students and the teacher, and some benefit for at-risk students. While the differences only approached statistical significance, it was likely due to the small sample size of at-risk students. The lack of significant differences between treatment and control classrooms were likely due to confounds. Further, this study suggests that the state curriculum implemented may be effective for general education students. SEL programs like Strong Kids could be used as a targeted approach for students who are at-risk or struggling with internalizing symptoms. Future studies should include randomly assigned students, parent and student ratings, different measures for resilience, a longer intervention period, and follow up data points if implemented over a shorter time frame.

Involving parents in school-based learning can be difficult for both schools and parents, and more innovative approaches to involving parents are needed. Internet-based programs have the potential to address barriers to parent participation, but more research is needed to determine the effectiveness and social validity of such programs. This study explored the social validity of WhyTry for Parents, an internet-based program for parents of students enrolled in WhyTry, a school-based social and emotional learning program for students in grades K through 12. Eleven elementary, middle, and high schools across the United States participated in the study by inviting parents of WhyTry students to use the WhyTry for Parents curriculum. Whether or not parents utilized the curriculum, they were invited to take a survey about the importance they placed on the program's goals, procedures, and effects, and to give reasons for their level of participation in the program. A total of 836 parents were invited to take part in the study, and 14 parents made up the final sample. Coordinators (n = 10) of the WhyTry program at each school were invited to participate in interviews focused on their perspectives of parent participation rates and the WhyTry for Parents program. Regardless of whether parents utilized the curriculum, they found a high degree of social validity in WhyTry for Parents; however, they suggested that the curriculum be simplified and made more accessible. WhyTry coordinators suggested that low participation rates were due to parent resistance, and that helping parents to understand WhyTry might help overcome this resistance. Parents and coordinators suggested that the curriculum be available by app to improve accessibility. Future research should explore the social validity of WhyTry for Parents from the perspective of educators, who implement the program at the school level. Studying the costs associated with internet-based parent programs for both schools and parents may also be prudent.

A growing body of literature and research emphasizes the importance of developing student mindsets and social and emotional learning (SEL) competencies (metacognitive learning skills) across the prenatal (P) to graduate school (20) (P-20) continuum to increase student motivation, engagement, achievement, and overall well-being. There is, however, an absence of research investigating the impact of braiding growth mindset, SEL, and mindfulness principles and practices together on early elementary student and teacher outcomes. The purpose of my dissertation is to measure the impact of a new PreK–3rd curriculum called Growing Early Mindsets (GEM™) (Coates, in publication) on student and teacher outcomes across the K–3rd continuum in two districts in Oregon. Data collected during the 2014–15 Mindset Works’ study of Growing Early Mindsets (GEM™) was used. Classrooms were assigned to experimental (implemented GEM™) and control groups and given pretest and posttest measures to measure the impact of GEM™ on students’ approaches to learning, social and emotional learning (SEL) competencies, and literacy skills as well as on teacher mindsets, perceptions, confidence, and motivation. Results were statistically significant for students’ approaches to learning and SEL competencies as measured by Teacher Reports and teacher’s beliefs as measured by the Teacher Mindset Survey. Results were not statistically significant for students’ approaches to learning and SEL competencies as measured by Student Surveys, nor students’ oral reading fluency as measured by district-administered oral reading fluency measures. All experimental teachers reported that GEM™ changed their perceptions of their own and others’ learning and growth, increased their confidence to integrate growth mindset and SEL practices, and increased their motivation to improve their overall teaching practices. While the results are somewhat promising, the findings raise many questions that need further exploration. / 10000-01-01

Despite an expanding interest in the concept of Emotional Intelligence (EI), difficulties in definition, measurement and reconciling competing models has led to an argument that the practical application of EI has overtaken current levels of understanding and research (Matthews, Roberts, & Zeidner, 2004; Zeidner, Roberts, & Matthews, 2002). This is particularly relevant within education where a large range of social and emotional learning (SEL) programmes, designed to increase EI in pupils, vary drastically in their intended outcomes and methods, quality of material and the frequency and quality of evaluation (Hoffman, 2009). To date, the majority of research has been US based and the small quantity of UK research has been focused either at the primary level, or has assessed the perception of impact. This means the potential success for SEL to positively improve UK secondary aged pupil outcomes is untested. The aim of the current study was the assessment of the SEAL programme, a National Strategy for English secondary schools designed to positively influence a range of pupil outcomes, including increased emotional literacy, better behaviour and improved mental well-being. Additionally, the validity of the underlying relationship between EI and favourable outcomes, beyond identified socio-demographics, was measured. The study utilised a predominately quantitative design with a final sample of 22 schools (approximately 2360 pupils) implementing the SEAL programme, and 19 ‘matched comparison’ schools (approximately 1991 pupils), selected on the basis of similar school level characteristics. Pupils from every school completed annual self-rated assessments of their emotional literacy (using the ELAI), mental well-being and pro social behaviour (using the SDQ) over a three year period. A small case study element (9 SEAL Schools) was selected from the larger quantitative sample to provide context to the quantitative results. Multi-level modelling (a statistical technique for examining hierarchically clustered data) was used to analyse the results. After controlling for socio-demographic factors, results indicated a marginal non-significant effect in pupil’s emotional literacy and mental health difficulties as a result of attending a SEAL school, however no effect on prosocial behaviour was found. Results also indicated a differential effect on the basis of the pupil variables of SEN provision, gender and ethnicity, which was consistent with very little variation at school level reported. A significant relationship was found between emotional literacy, mental health difficulties and pro social behaviour, indicating a valid theoretical framework, despite the lack of a significant effect of the SEAL programme. Further examination revealed that the relationship between the variables may be more complex than originally theorised, although difficulties with high degrees of confound between the factors limit this interpretation. Implications and directions for future research are also discussed.

Thesis advisor: Raquel Muniz Castro / Researchers and educators recognize the benefits of developing students’ social and emotional competencies, but there is little research about the impact of leadership practices on the social and emotional competencies of adults in schools. The purpose of this qualitative case study was to investigate the relationship between leadership practices (i.e., what leaders think and do) that promote SEL opportunities, and how they shape the work of mental health staff (MHS) — defined in this study as, school counselors, and nurses. Findings indicated that school-based leaders promoted SEL opportunities for MHS when they (1) provided time to meet, (2) provided resources for professional development, (3) provided feedback through dialogue, (4) accessed MHS’ expertise through dialogue, and (5) provided coaching. These leadership practices shaped the work of MHS proactively. These findings suggest that principals should use social awareness to diagnose issues within the school, engage in responsible decision-making to set direction, and promote relationship-building to convince MHS to implement a plan. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Thesis advisor: Raquel Muñiz / Due to opportunity and achievement gaps in schools, leaders face the challenge of monitoring student expectations related to academic rigor and emotional health. As a result, social and emotional learning (SEL) has gained traction for students in the field of education. However, SEL competencies are rarely developed with the adults who work with these students. In this dissertation in practice, interviews, observations and questionnaires were used to collect data about the practices of school-based leaders in a qualitative case study at the elementary and middle school levels. Research revealed what leadership practices modeled SEL competencies, practices such as those involving time and resources, relationship building and sharing of expertise; and how they shaped the ways in which adults collaborate, including honest and authentic dialogue, adult learning, and the improvement of practices. This is important due to the many leadership practices employed in schools that influence adult behaviors. The findings suggest that socially and emotionally competent leadership considers both an awareness of self and other, as it cultivates individual capabilities, collaborative relationships, and a greater capacity in the schools in which it exists. / Thesis (EdD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.