Efficacy of Systemic SEL Intervention ‘acSELerate’ on Students’ SEL Development: Evidence from a Field Study

Abstract

This study evaluates the effectiveness of a systemic SEL intervention – acSELerate on development of student Social and Emotional Learning (SEL) competencies. A non-equivalent randomized design was used to conduct the study in the Kasturba Gandhi Balika Vidyalaya (henceforth KGBV) of Vikarabad district, Telangana, India. KGBV schools provide educational facilities for girls (from grade 6-10) belonging to backward classes, minorities and to families that are considered below the poverty line in the blocks that are considered backward in educational aspects. The teachers of these schools were provided SEL capacity building through the ‘Lead Well’ program for their own well-being and to equip them in implementation of the SEL curriculum in their respective classrooms. This curriculum was implemented by the teachers for the duration of one academic year. The schools where teachers implemented the curriculum became part of the intervention group (Intervention group refers to the schools which delivered the SEL curriculum to students & comparison group refers to schools which did not deliver the curriculum). Following the completion of the intervention, an end-line assessment was administered to both the comparison and intervention groups. Analysis of the data showed a significant improvement in levels of all students’ SEL competencies namely, self-awareness, self-management, social awareness, relationship skills & responsible decision making) in intervention group. The study concluded that the acSELerate program is effective in enhancing the SEL competencies of students.