School Based Intervention Essay
Empirically supported social-emotional learning (SEL) programs can promote children’s academic success, development of essential skills, and can prevent negative outcomes from developing (Duncan et al., 2017). Denham and Brown (2010) define SEL as the process of acquiring the knowledge and skills to achieve the five interrelated components of social-emotional skills, which include self-awareness, self-management, social-awareness, responsible decision making, and relationship skills. For children, the development of these skills is associated with improved academic outcomes, more positive views of school, greater involvement in school, less difficult and risky behaviors in school, and better relationships with teachers and peers (Denham & Brown, 2010). Numerous studies and meta-analyses have revealed that SEL programs can have positive social, emotional, and academic impacts for children from preschool to high school (Durlak,
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Weissberg, Dymnicki, Taylor, & Schellinger, 2011).
Schools are a desired setting for interventions because they “provide a natural and convenient setting for mental health prevention offering regular contact with the majority of the school aged population” (Stallard et al., 2014, p. 3). School-based programs are advantageous because they not only affect students on the individual level, but can also have a positive impact on the school environment though creating positive behavioral norms and improving teacher-student interactions (Fazel, Hoagwood, Stephan, & Ford, 2015). Furthermore, these programs can provide children and adolescents with access to prevention programs and mental health services that they may otherwise not receive out of school (Fazel et al., 2015). For children from low-income families, SEL interventions are essential as these children often have increased exposure to multiple stressors and are likely to attend lower quality schools with classmates who are also struggling to develop social-emotional skills (Nix et al., 2016). One study revealed that in one sample, 40% of low-income children had delayed social competence and learning engagement, and 20% of these children displayed frequent episodes of challenging behaviors upon entering school (Kaiser, Hancock, Cai, Foster, & Hester, 2000).
Despite the general understanding that social-emotional skills are essential for positive development, there is minimal agreement upon how SEL interventions are best integrated into the school environment.
The goal of the current paper is two-fold. It will explore two major school-based intervention content areas, including the factors that impact program efficacy and the status of SEL programs in three developmental categories. In the first section, debated questions in the literature on school-based interventions, particularly related to the efficacy of these interventions, will be explored. This section will delve into issues related to program leadership, delivery format of programs, fidelity of program implementation, and cultural relevance of programs. In the second section, SEL programs in early childhood, middle childhood, and adolescence will be described. For each of these stages of development, the general goals that SEL programs aim to achieve and typical evidence-based programs for children in these age groups will be
discussed.
Weissberg, Dymnicki, Taylor, & Schellinger, 2011).
Schools are a desired setting for interventions because they “provide a natural and convenient setting for mental health prevention offering regular contact with the majority of the school aged population” (Stallard et al., 2014, p. 3). School-based programs are advantageous because they not only affect students on the individual level, but can also have a positive impact on the school environment though creating positive behavioral norms and improving teacher-student interactions (Fazel, Hoagwood, Stephan, & Ford, 2015). Furthermore, these programs can provide children and adolescents with access to prevention programs and mental health services that they may otherwise not receive out of school (Fazel et al., 2015). For children from low-income families, SEL interventions are essential as these children often have increased exposure to multiple stressors and are likely to attend lower quality schools with classmates who are also struggling to develop social-emotional skills (Nix et al., 2016). One study revealed that in one sample, 40% of low-income children had delayed social competence and learning engagement, and 20% of these children displayed frequent episodes of challenging behaviors upon entering school (Kaiser, Hancock, Cai, Foster, & Hester, 2000).
Despite the general understanding that social-emotional skills are essential for positive development, there is minimal agreement upon how SEL interventions are best integrated into the school environment.
The goal of the current paper is two-fold. It will explore two major school-based intervention content areas, including the factors that impact program efficacy and the status of SEL programs in three developmental categories. In the first section, debated questions in the literature on school-based interventions, particularly related to the efficacy of these interventions, will be explored. This section will delve into issues related to program leadership, delivery format of programs, fidelity of program implementation, and cultural relevance of programs. In the second section, SEL programs in early childhood, middle childhood, and adolescence will be described. For each of these stages of development, the general goals that SEL programs aim to achieve and typical evidence-based programs for children in these age groups will be
discussed.