Can social and emotional learning improve children\u2019s academic progress? Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum

Alexandra Hennessey,Neil Humphrey

doi:10.1007/s10212-019-00452-6

Abstract

Despite the significant evidence base demonstrating the positive impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s social-emotional and mental health outcomes, there has been very little research on its efficacy in improving academic attainment. More generally, the relationship between implementation variability and PATHS intervention outcomes has been underexplored. A cluster-randomised controlled trial with two arms: intervention (PATHS – 23 schools) and control (usual practice – 22 schools) was implemented to assess the impact of PATHS on English and Mathematics for children in years 5 (aged 9–10 years, n = 1705 pupils) and 6 (aged 10–11 years, n = 1631 pupils) in English primary schools. Two-level hierarchical linear models (school, child) were used to assess both primary ‘intention-to-treat’ effects and secondary ‘subgroup’ effects (for children eligible for free school meals). Additionally, the moderating role of implementation variability was assessed in 31 year 5 (n = 712 pupils) and 32 year 6 (n = 732 pupils) classes across the 23 intervention schools, with fidelity, dosage, quality/responsiveness and reach data generated via classroom-level structured lesson observations. Intention-to-treat and subgroup analyses revealed no significant positive effect of PATHS on children’s academic attainment. Cluster analyses of observational data revealed four distinct implementation profiles, differentiated primarily by dosage levels. However, these profiles were not significantly associated with differential academic outcomes. In light of our findings and their likely generalisability, it is not possible to recommend PATHS as an effective intervention for improving the academic attainment of children in English primary schools.Trial registration: ISRCTN85087674

Highlights

Social and emotional skills are pivotal for positive youth development, with research consistently demonstrating their influence on a wide variety ofA
An article reporting on the effects of Promoting Alternative Thinking Strategies (PATHS) on social and emotional skills and mental health has already been published (Humphrey et al 2016); here, we focus on academic progress
Of note is the fact that none of the year 5 or 6 classes whose data are utilised in the current study belonged to the first cluster (C1 - very high dosage group; see below)

Summary

Introduction

Social and emotional skills (e.g. empathy, self-regulation) are pivotal for positive youth development, with research consistently demonstrating their influence on a wide variety ofA. These range from larger friendship networks and better quality relationships with friends in childhood (Brackett et al 2004; Lopes et al 2004) to improved health and labour market outcomes in adulthood (Goodman et al 2015). Such skills exert a protective influence in relation to deviant and risk-taking behaviours, bullying, violence, mental health, tobacco use and drug problems (Petrides et al 2004; Trinidad and Johnson 2002). Social and emotional learning (SEL) curricula—in which these skills are explicitly taught—are increasingly popular in the UK and internationally (Early Intervention Foundation 2015)

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Results

Discussion

Conclusion