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Barriers and Facilitators to Implementing a School-Based Social and Emotional Learning Program for Rural Children in
Linyun Fu1, Yibin Yang2, Alida Bouris3
1Crown Family School of Social Work, Policy, and Practice, The University of Chicago, Chicago, USA. fulinyun@uchicago.edu.
Administration and Policy in Mental Health
|July 15, 2025
Summary
Teacher-led Social and Emotional Learning (SEL) programs show promise for rural Chinese children facing mental health challenges. Implementation is supported by program design but hindered by academic pressures and funding gaps.
Area of Science:
- Child Psychology
- Educational Psychology
- Public Health
Background:
- Rural Chinese children face unique mental, emotional, and behavioral (MEB) challenges, exacerbated by parental migration.
- Limited access to mental health professionals necessitates alternative intervention strategies, such as teacher-led programs.
Purpose of the Study:
- To qualitatively explore the contextual determinants influencing the implementation of the Positive Growth Curriculum (PGC), a teacher-led Social and Emotional Learning (SEL) program in rural China.
- To identify facilitators and barriers affecting the acceptability, appropriateness, feasibility, fidelity, and sustainability of teacher-led SEL programs.
Main Methods:
- In-depth interviews were conducted with 15 teachers and administrators implementing the PGC in two rural schools in southwest China.
- The Consolidated Framework for Implementation Research guided interview questions, and data were analyzed using Rapid Qualitative Analysis.
Main Results:
- Innovation facilitators (e.g., perceived effectiveness, low complexity) enhanced PGC acceptability and appropriateness.
- Effective implementation strategies (e.g., training, champions) were crucial for fidelity.
- Feasibility and sustainability were challenged by competing academic priorities, administrative burdens, limited community buy-in, and insufficient government funding for SEL.
Conclusions:
- Teacher-led SEL programs like PGC can be acceptable and feasible with appropriate support and design.
- Addressing systemic barriers, including academic pressures and funding, is critical for the sustainable implementation and scaling of SEL programs in rural China.
- Adaptations and adjunctive interventions may be necessary to effectively support rural students' MEB health and academic success through teacher-led initiatives.
Keywords:
Implementation barriers and facilitatorsRural childrenSchool mental healthSocial and Emotional LearningTeacherMore Related Videos
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