Effectiveness of a SEL Program for Both Teachers and Students

Principal Investigator(s):  View help for Principal Investigator(s) Christi Bergin, University of Missouri-Columbia; Chia-Lin Tsai, University of Northern Colorado; Sara Prewett, Aperture Education; Eli Jones, University of Memphis; David Bergin, University of Missouri-Columbia; Bridget Murphy, University of Missouri-Columbia

Version:  View help for Version V1

Name File Type Size Last Modified
Achievement data_MSIPL.sav application/x-spss-sav 986.6 KB 07/17/2024 06:03:AM
Achievement_SAS Syntax.sas application/x-sas 14.3 KB 07/17/2024 06:03:AM
Discipline_ATT70540.RData application/x-rlang-transport 1.1 MB 07/20/2024 04:30:AM
Discipline_ZIP.R text/x-rsrc 1.9 KB 07/17/2024 06:03:AM
Matching.R text/x-rsrc 3.6 KB 07/17/2024 06:03:AM
Matching.data2.csv text/csv 311.9 KB 07/17/2024 06:03:AM
Parent1.pdf application/pdf 84.3 KB 07/20/2024 10:18:AM
Parent10.pdf application/pdf 38 KB 07/20/2024 08:02:AM
Parent11.pdf application/pdf 36.2 KB 07/20/2024 08:03:AM
Parent12.pdf application/pdf 56.2 KB 07/20/2024 08:03:AM
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Project Citation: 

Bergin, Christi, Tsai, Chia-Lin, Prewett, Sara, Jones, Eli, Bergin, David, and Murphy, Bridget. Effectiveness of a SEL Program for Both Teachers and Students. Ann Arbor, MI: Inter-university Consortium for Political and Social Research [distributor], 2024-07-20. https://doi.org/10.3886/E208044V1

Project Description

Summary:  View help for Summary This study investigated the effects of the Leader in Me (LiM), a social-emotional learning program implemented in thousands of schools. A mixed-method design included (1) a collective case study in four diverse, high-implementing elementary schools and (2) a post hoc quasi-experiment using propensity score 1:3 matching of 117 LiM and 348 non-LiM schools to compare achievement and discipline incident rates. The case study indicated that participants perceived TLIM as improving social-emotional competencies for both teachers and students. Teachers reported being more prosocial, feeling more camaraderie, using more effective discipline, developing better teacher-student relationships, and enjoying teaching more. Students were more prosocial, confident and motivated, and had fewer problem behaviors. School climate improved. Results replicated across four diverse schools. The quasi-experiment supported results of the collective case study. Schools implementing TLIM had higher mathematics and ELA, but not science, scores on state proficiency exams and fewer discipline incidents.

Scope of Project

Subject Terms:  View help for Subject Terms SEL; social; emotion; elementary education; prosocial; academic achievement; teacher morale; teacher student relationship; teacher burnout; student attitudes
Geographic Coverage:  View help for Geographic Coverage United States


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V1 [2024-07-20]

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