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Using core components in process evaluation: Passport skills for life.

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Implementing school-based social-emotional learning (SEL) programmes effectively requires understanding core components (CCs). This study reveals how focusing on CCs improves SEL delivery quality and real-world impact in primary schools.

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Area of Science:

  • Education
  • Psychology
  • Public Health

Background:

  • School-based social-emotional learning (SEL) programmes demonstrate effectiveness in controlled settings, but real-world implementation challenges lead to variable outcomes.
  • Core Components (CCs) are essential, evidence-based elements crucial for reliably achieving intended SEL programme effects.
  • A CC-informed evaluation framework shifts focus from mere delivery to the functional aspects of active ingredients within their specific context.

Purpose of the Study:

  • To conduct a qualitative process evaluation of the "Passport: Skills for Life" SEL programme using a CC-informed approach.
  • To identify and analyze the practice and instructional CCs of the programme.
  • To examine the enactment of these CCs in primary school classrooms and assess delivery quality.

Main Methods:

  • A two-phase qualitative process evaluation was conducted.
  • Phase 1: Systematic analysis of programme materials to distill practice and instructional CCs.
  • Phase 2: Classroom observations (n=12) and teacher interviews (n=9) across four primary schools, analyzed using deductive content and thematic analyses.

Main Results:

  • Five practice CCs and seven instructional CCs were identified.
  • Core practices like coping and self-awareness were generally delivered, but complex interpersonal skills were rarely observed.
  • Instructional delivery often favored low-engagement formats, with high-engagement activities frequently shortened or omitted. Teacher warmth and responsiveness significantly influenced delivery quality and outcomes.

Conclusions:

  • A CC-informed evaluation lens effectively reveals patterns in the fidelity and quality of SEL programme delivery.
  • Understanding how CCs function in context is crucial for improving implementation and achieving desired SEL outcomes.
  • This approach provides a theory-aligned framework for scaling and sustaining effective school-based SEL programmes.