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Less fidelity, more reciprocity: Rethinking implementation values for social-emotional learning programs.

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Elevating fidelity in social-emotional learning programs risks cultural disconnect and hinders collaboration. Reciprocity, emphasizing front-end collaboration and protocols, offers a more effective implementation value for schools.

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Area of Science:

  • Educational Psychology
  • Implementation Science

Background:

  • School psychologists navigate tensions between evidence-based programs and diverse stakeholder needs.
  • Fidelity is often prioritized in intervention implementation, but may not be the optimal value.
  • Current approaches to fidelity in social-emotional learning (SEL) may overlook cultural relevance and collaborative needs.

Purpose of the Study:

  • To examine the potential risks associated with overemphasizing fidelity in SEL program implementation.
  • To propose reciprocity as a more effective guiding value for SEL program development and implementation.

Main Methods:

  • Conceptual analysis of implementation values in school psychology.
  • Examination of the theoretical underpinnings of fidelity versus reciprocity.
  • Integration of principles from complex systems theory and improvement science.

Main Results:

  • High fidelity to externally developed SEL curricula can lead to cultural irrelevance, resistance, and confusion.
  • The "delivery" model inherent in fidelity can conflict with developmental science and impede collaboration.
  • Reciprocity fosters essential front-end collaboration among psychologists, faculty, and administrators.

Conclusions:

  • Overreliance on fidelity in SEL implementation may undermine program effectiveness and cultural responsiveness.
  • Reciprocity, characterized by collaborative development and protocol-based implementation, is proposed as a superior guiding value.
  • Adopting reciprocity aligns with complex systems thinking and improvement science for enhanced school-based learning programs.