Enhancing School Climate and SEL Program Implementation with a School-Level Support Model

Research suggests that fidelity is enhanced when school-based interventions are supported by leadership and have building-wide planning (Durlak & Dupree, 2008). As schoolwide practices are essenetial components of a systemic approach to SEL and may support SEL program sustainability, a positive school climate, and positive student outcomes. The CASEL Guide for Social and Emotional Learning is based on this theory and includes a set of tools and resources to guide school leadership teams through six key activities that support implementation of SEL programs and systemic school-wide SEL. The six activities include: (a) creating a shared vision for SEL; (b) identifying existing supports and unmet needs; (c) providing professional learning; (d) using evidence-based SEL programs; (f) integrating SEL in all areas of school functioning; and (g) using a data-driven cycle of inquiry to improve SEL practice and student outcomes (Oberle et al., 2015).

We report on a cluster-randomized comparative effectiveness trial that compared the CASEL Guide to a standard model of support for the PATHS Curriculum. The study was conducted over two years in 28 Chicago schools. Schools were matched and randomized to condition. All teachers in grades K-3 were trained to implement PATHS. We hypothesized that schools in the CASEL Guide group would show higher perceptions of school climate (e.g., support from leadership, organizational health, and SEL culture) and K-3 teachers would reported higher PATHS implementation quality.

All teachers in the study schools provided information through an online survey at baseline and every spring. Teachers implementing PATHS provided ratings of implementation quality. We report on effects from two years of implementation.

Here we report 3-time growth curve analyses to test differences between the two conditions in teacher perceptions of school climate (baseline, spring 2015, spring 2016) and implementation quality (Fall, Winter, Spring).

The results of the growth curve analyses suggest that teachers in CASEL Guide schools had greater openness to implementing an evidence based program, felt more committed to implementation, and reported higher levels of organizational health. Implementation of PATHS was similar between conditions. In addition, “leadership” (principal and PATHS lead involvement and support) also influenced this set of outcomes. Findings will be interpreted in light of the district context, multiple pathways to create systemic SEL change in school systems, and innovative measures of implementation.