Abstract
Sporadic and inconsistent implementation remains a significant challenge for social and emotional learning (SEL) interventions. This may be partly explained by the dearth of flexible, causative models that capture the multifarious determinants of implementation practices within complex systems. This paper draws upon Rogers (2003) Diffusion of Innovations Theory to explain the adoption, implementation and discontinuance of a SEL intervention. A pragmatic, formative process evaluation was conducted in alignment with phase 1 of the UK Medical Research Council’s framework for Developing and Evaluating Complex Interventions. Employing case-study methodology, qualitative data were generated with four socio-economically and academically contrasting secondary schools in Wales implementing the Student Assistance Programme. Semi-structured interviews were conducted with 15 programme stakeholders. Data suggested that variation in implementation activity could be largely attributed to four key intervention reinvention points, which contributed to the transformation of the programme as it interacted with contextual features and individual needs. These reinvention points comprise the following: intervention training, which captures the process through which adopters acquire knowledge about a programme and delivery expertise; intervention assessment, which reflects adopters’ evaluation of an intervention in relation to contextual needs; intervention clarification, which comprises the cascading of knowledge through an organisation in order to secure support in delivery; and intervention responsibility, which refers to the process of assigning accountability for sustainable delivery. Taken together, these points identify opportunities to predict and intervene with potential implementation problems. Further research would benefit from exploring additional reinvention activity.
Highlights
Social and emotional learning (SEL) has been linked to a range of mental health, behavioural and educational outcomes (Qualter et al 2012; Zins et al 2007)
Discussions throughout the study revealed that adopting individuals and institutions perceived themselves to be fully implementing the Student Assistance Programme, with schools routinely classifying themselves as a ‘SAP school’
This paper introduces the concept of reinvention points, which may serve as a useful theoretical device in understanding the complexity of intervention delivery within real-world settings, while illustrating how marked variations in implementation practices are often the consequence of incremental, subtle and even unconscious decisions to adapt an intervention
Summary
Social and emotional learning (SEL) has been linked to a range of mental health, behavioural and educational outcomes (Qualter et al 2012; Zins et al 2007). Systematic reviews and meta-analyses have demonstrated the effectiveness of intervention in this area (Weare and Nind 2011), with Durlak et al.’s (2011) comprehensive study of 213 programmes finding a grand study-level mean of 0.30 (95%CI=0.26–0.33) for outcomes including SEL skills, attitudes, positive social behaviour, conduct problems, emotional distress and academic performance. Despite this evidence, intervention outcomes have been compromised by sporadic and inconsistent implementation (Durlak and DuPre 2008; Greenberg 2010; Spoth et al 2013; Wandersman et al 2008). Sustainable implementation has provided a further challenge, with Elias et al (2000) warning of schools’
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
