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Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum.

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High quality implementation of social and emotional learning (SEL) programs like PATHS improved student behavior. However, increased dosage of these interventions was unexpectedly linked to poorer social-emotional skills and pro-social behavior.

Keywords:
ImplementationInterventionOutcomesPathsSocial and emotional learning

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Area of Science:

  • Educational Psychology
  • Child Development
  • Intervention Science

Background:

  • School-based social and emotional learning (SEL) interventions are crucial for student development.
  • Research on the link between implementation levels and SEL outcomes is limited and narrowly focused.
  • The Promoting Alternative Thinking Strategies (PATHS) curriculum is a widely used SEL program.

Purpose of the Study:

  • To examine the relationship between various implementation dimensions and intervention outcomes in the PATHS curriculum.
  • To investigate how quality, responsiveness, fidelity, dosage, and reach affect student social-emotional skills and behavior.
  • To address the gap in research on implementation variability in SEL interventions.

Main Methods:

  • A randomized controlled trial involving 69 classrooms across 23 schools.
  • Structured classroom observations to collect implementation data.
  • Exploratory factor analysis to identify implementation dimensions: quality/responsiveness and procedural fidelity.
  • Child self-report and teacher surveys (N=1721) to measure social-emotional skills, pro-social behavior, and internalizing/externalizing problems.
  • Hierarchical linear modeling to analyze implementation-outcome relationships.

Main Results:

  • Higher implementation quality and participant responsiveness were associated with significantly lower student externalizing problems at 12-month follow-up.
  • Contrary to expectations, higher intervention dosage was linked to significantly lower pro-social behavior and social-emotional skills at 12-month follow-up.
  • No significant associations were found between procedural fidelity or reach and any intervention outcomes.

Conclusions:

  • Implementation quality and participant responsiveness are key factors for reducing externalizing behaviors in SEL interventions.
  • The unexpected negative impact of higher dosage warrants further investigation into optimal intervention delivery.
  • Findings highlight the complexity of SEL intervention implementation and suggest a need for nuanced approaches beyond simple fidelity and dosage metrics.