The Direct and Spillover Effects of a Nationwide Socio-Emotional Learning Program for Disruptive Students

46 Pages Posted: 27 Jan 2019 Last revised: 14 Dec 2019

See all articles by Clément de Chaisemartin

Clément de Chaisemartin

University of California, Santa Barbara (UCSB) - Department of Economics

Nicolás Navarrete

Paris School of Economics (PSE)

Date Written: January 15, 2019

Abstract

Social and emotional learning (SEL) programs teach disruptive students to manage their emotions and improve their classroom behavior. Small-scale demonstration programs implemented by researchers have been shown to improve treated students’ behavior and academic outcomes. Using a randomized experiment, we estimate the direct and spillover effects of an SEL program implemented as a nationwide policy in Chile. The program has no direct effect on eligible students, and no spillover effect on ineligible students. The program's weaker effects than that of demonstration programs may be due to the weak monitoring of the delivery personnel.

Keywords: disruptive students, spillover effects, peer effects, social and emotional learning

JEL Classification: I21, I24, I28, D62

Suggested Citation

de Chaisemartin, Clément and Navarrete, Nicolás, The Direct and Spillover Effects of a Nationwide Socio-Emotional Learning Program for Disruptive Students (January 15, 2019). Available at SSRN: https://ssrn.com/abstract=3316325 or http://dx.doi.org/10.2139/ssrn.3316325

Clément De Chaisemartin

University of California, Santa Barbara (UCSB) - Department of Economics ( email )

2127 North Hall
Santa Barbara, CA 93106
United States

Nicolás Navarrete (Contact Author)

Paris School of Economics (PSE) ( email )

48 Boulevard Jourdan
Paris, 75014 75014
France

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