Patterns of Social-Emotional Learning Implementation in Schools: A Cluster Analysis Approach

Summary

This study examines the implementation patterns of programs and activities 1923 activities targeting students social and emotional learning (SEL) across 158 public schools, with a focus on the balance between promotional and reinforcement-based approaches. The research identifies distinct clusters of schools based on their SEL implementation strategies and investigates relationships between these patterns and various implementation and student outcome variables. The results have implementation for school social efforts to support the development and implementation of transformative approaches.

Method

Data were collected from 158 public schools (elementary: 59.5%, middle: 26.6%, high: 13.9%) who documented implementing SEL programs. The school documented 1923 activies and program focused on addressing students social and emotional learning. Schools reported on their implementation of eight core social-emotional competencies and the percentage of activities dedicated to promotion versus reinforcement of these competencies. Additional variables included the distribution of activities across universal, targeted, and tertiary implementation tiers, as well as student perceptions in four SEL domains. A cluster analysis was conducted using hierarchical clustering with Ward's method followed by k-means refinement to identify distinct implementation patterns. One-way ANOVAs with post-hoc Tukey tests were used to examine differences among clusters across all measured variables.

Results

Three distinct clusters emerged: Cluster 1 (n=64, 40.5%) predominantly engaged in promotional activities (M=65.38%, SD=8.96) and allocated a moderate proportion of activities to universal and targeted tiers; Cluster 2 (n=63, 39.9%) exhibited a balanced approach between promotional (M=49.88%, SD=8.95) and reinforcement activities (M=50.35%, SD=9.12) and showed the highest proportion of universal tier activities; and Cluster 3 (n=31, 19.6%) emphasized reinforcement activities (M=62.12%, SD=10.93), with a relatively greater allocation to tertiary interventions. One-way ANOVAs confirmed significant differences among clusters for both promotional (F(2,155)=95.47, p<.001) and reinforcement rates (F(2,155)=85.73, p<.001). Although student perception data across four SEL domains did not differ significantly among clusters, strong positive inter-correlations were observed.

Discussion

The cluster analysis of schools' strategies in implementing Social Emotional Learning (SEL) reveals three distinct approaches. Cluster 1 emphasizes promotional activities and balances between universal and targeted interventions. Cluster 2 maintains a balanced approach with equal emphasis on promotional and reinforcement activities, focusing more on universal tier programming. Cluster 3 prioritizes reinforcement activities and allocates more to tertiary interventions, addressing intensive student needs. Although student perception outcomes did not significantly differ across clusters, strong inter-correlations suggest consistency in student-reported data. Regression analysis indicates that Cluster 2's balanced approach may optimize outcomes like self-awareness and responsible decision-making. The study underscores the diversity in SEL strategies, advocating for a balanced promotion and reinforcement approach with tiered interventions. Future research should explore the long-term effects of these strategies in and outside school settings, aiding social workers in supporting SEL development.