Leveraging technology to address social-emotional learning during the pandemic: Findings from an efficacy trial

Abstract

We used a cluster-randomized controlled trial to examine the impacts of a technology- and game-based social-emotional program, the Adventures Aboard the S.S. GRIN (Adventures), on students’ social skills development. Eighty-eight third-grade classrooms (N = 1645 third-grade students) across four California public school districts were randomized to treatment or control. Analysis of student demographic data indicated that 49 % were male, 51 % were female, approximately one-third were Latinx, and about 50 % qualified for free and reduced lunch. Two-level hierarchical linear model analysis results indicated that Adventures had significant and meaningful impacts on students’ social-emotional learning (SEL) skills. The findings of Adventures shine new lights on a growing effort to support all students, including those identified by their teachers as having social-emotional challenges. It also expands our knowledge about the potential role of technology in addressing SEL competencies. Impact Statement: We expect this paper to contribute to the social-emotional learning (SEL) field by providing an example of how an evidence based SEL intervention can be integrated into mainstream educational contexts to inform best practices. The findings highlight how innovative technology can be successfully leveraged to flexibly implement SEL content with diverse learners across a variety of settings and contexts.

Keywords

• Social-emotional learning
• Social skills
• Technology
• Elementary school
• Pandemic