A matter of skills: a mixed-method study on the evaluation and implementation of an SEL program tailored to the skills adolescents need in educational settings and at home

Abstract

Social Emotional Learning (SEL) is crucial for developing skills young people need for success at home, school, and work. Schools worldwide implement SEL programs enhancing social-emotional skills to promote students' psychosocial health, academic achievements, and career prospects. However, there is a need to better understand these programs' effects on the different skills of students from diverse backgrounds. Using a sequential mixed methods design the seven studies in this thesis focus on evaluating and implementing SEL programs, focusing on Skills4Life (S4L) and students in the practical tracks of Dutch secondary education. To identify individual social-emotional skills most studies use the CASEL framework, organizing these skills into five domains: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making. Findings show that the effects of S4L on students' skills and psychosocial health vary depending on their school track and socio-cultural background. For these students, enhancing social awareness and self-management skills seem crucial. Qualitative methods revealed discrepancies between students' and parents' language and interpretation of skills and those taught in S4L. To adapt to students’ needs S4L program transformations, using a modular approach and engaging students and parents are required. Research is necessary on such transformations and the instruments used to measure social-emotional skills.