Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria.

Rebecca Bailey,Jonah Bautista,Stephanie M Jones,Tahirat Omolara Eniola,Natasha Raisch,Britt Titus,Sonya Temko

doi:10.3390/ijerph18147397

Abstract

Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevance or fit. A second hypothesis is that SEL program demands tend to be high and capacity for implementation is low, undermining sustainability and impact. The current study addresses these challenges by investing in locally driven SEL content and design as a way to ensure that SEL materials are grounded in local values and needs, culturally appropriate, relevant to the specific context, and feasible to implement. The study draws on the developmental and prevention sciences as well as the field of behavioral insights to test evidence-based interventions intended to encourage desired behaviors around uptake and implementation. This paper documents the activities conducted during the project’s design phase, including landscape research, creation of initial prototypes, design workshops and rapid prototyping, and field testing. Findings suggest that using local values, practices, and framing in SEL programming increases relevance and appropriateness for the Northeast Nigeria setting. Furthermore, targeted behavioral insights interventions increased the uptake, habitual and regular use, as well as correct implementation of SEL activities. The findings contribute to the emerging literature on the cultural variability of SEL and the need to consider the context when designing and implementing programs in any setting.

Highlights

The social and emotional content featured in the materials is derived from findings related to needs, key skills, priorities, values, cultural norms, terminology, and framing for the Northeast Nigeria context
The design, format, and delivery of the social and emotional learning (SEL) materials is derived from findings related to the uptake of and engagement with the activities, plus a variety of behavioral insights-informed supports adapted for the Northeast Nigeria context
Teachers in Northeast Nigeria indicated that activities should build students’ abilities to succeed in their studies

Summary

Introduction

Social and emotional learning (SEL) refers to the process through which individuals learn and apply a set of social, emotional, cognitive, and related skills, as well as attitudes, behaviors, and values that help direct their thoughts, feelings, and actions in ways that enable them to succeed in school, work, and life [1,2]. Social and emotional skills are a foundation for positive development, contributing to key outcomes across learning, health, and wellbeing [3,4,5]. Research demonstrates that classrooms function better and students learn more when children have the skills to plan and organize, focus attention, manage emotions, persist in the face of difficulty, and navigate relationships with adults and peers [6,7,8]. High-quality social and emotional learning (SEL) interventions are

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