论文标题
全国性社会情感学习计划的直接和溢出效果针对破坏性学生
The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students
论文作者
论文摘要
社会和情感学习（SEL）课程教会颠覆性学生改善他们的课堂行为。已经显示出高收入国家的小规模计划可以改善受过治疗的学生的行为和学术成果。使用随机实验，我们表明智利的全国性SEL计划对合格的学生没有影响。我们发现证据表明，非常破坏性的学生可能会妨碍该计划的有效性。多动症是一种与破坏性相关的疾病，在智利中比在高收入国家中更为普遍，因此，与已证明SEL计划起作用的情况相比，智利中的破坏性学生可能更为出现。
Social and emotional learning (SEL) programs teach disruptive students to improve their classroom behavior. Small-scale programs in high-income countries have been shown to improve treated students' behavior and academic outcomes. Using a randomized experiment, we show that a nationwide SEL program in Chile has no effect on eligible students. We find evidence that very disruptive students may hamper the program's effectiveness. ADHD, a disorder correlated with disruptiveness, is much more prevalent in Chile than in high-income countries, so very disruptive students may be more present in Chile than in the contexts where SEL programs have been shown to work.
