Ignite Creation Date:
2024-10-26 @ 3:35 PM
Last Modification Date:
2024-10-26 @ 3:35 PM
Study NCT ID:
NCT06515444
Status:
NOT_YET_RECRUITING
Last Update Posted:
None
First Post:
2024-07-17
Brief Title:
Experimental Evaluation of a Program to Foster Socioemotional Competence of Children in Third Grade and Their Teachers
Sponsor:
None
Organization:
None
Study Overview
Official Title:
10-minutes Project Experimental Evaluation of the 10-minute Program to Foster Socioemotional Competence of Children in Third Grade and Their Teachers
Status:
NOT_YET_RECRUITING
Status Verified Date:
2024-07
Last Known Status:
None
Delayed Posting:
No
If Stopped, Why?:
Not Stopped
Has Expanded Access:
No
If Expanded Access, NCT#:
N/A
Has Expanded Access, NCT# Status:
N/A
Acronym:
None
Brief Summary:
The 10-minutes project is an experimental study to assess the impact of a SEL program for children in 3th and 4th grade and their teachers called 10-minutes
The program is a curriculum that provides 10-minute activities thus the name for children to be implemented by the teachers daily throughout the school year The activities do not require prior knowledge of teachers on SEL development nor planning or material preparation
The 10-minute project is a quantitative study developed to evaluate whether the 10-minute curriculum and an expanded version with professional development activities for teachers or counselors 10-minute plus at third grade would improve students and teachers socioemotional competence The randomized control trail involves 30 schools in Chile matched on socioeconomic measures size and urbanrural conditions assigned randomly to 1 of 3 conditions Ten schools will receive 10-minutes only the SEL curriculum taught by teachers or school counselors during the 2024 and 2025 school years Ten schools will receive 10-minutes plus during the 2024 school year Ten schools will serve as delayed program control which will have the opportunity to receive the program 10-minutes plus after the final follow-up To examine the possibility of fade-out of the effects of the SEL intervention on students the first experimental condition 10-minutes only will be randomly divided into two groups one will receive the intervention for one year only whereas the second one will receive the intervention for two consecutive years
It is expected the program will yield positive effects on the experimental groups both students and teachers and effects are expected to be greater in the group offered the 10-minutes plus intervention which entails both a curriculum for children and professional development for teachers than the effects in the group offered the 10-minutes curriculum exclusively If the program proves to be effective then cost-benefit analyses will follow to assess the efficiency of the program The estimated benefits of the program are expected to be lower than the costs
The program is a curriculum that provides 10-minute activities thus the name for children to be implemented by the teachers daily throughout the school year The activities do not require prior knowledge of teachers on SEL development nor planning or material preparation
The 10-minute project is a quantitative study developed to evaluate whether the 10-minute curriculum and an expanded version with professional development activities for teachers or counselors 10-minute plus at third grade would improve students and teachers socioemotional competence The randomized control trail involves 30 schools in Chile matched on socioeconomic measures size and urbanrural conditions assigned randomly to 1 of 3 conditions Ten schools will receive 10-minutes only the SEL curriculum taught by teachers or school counselors during the 2024 and 2025 school years Ten schools will receive 10-minutes plus during the 2024 school year Ten schools will serve as delayed program control which will have the opportunity to receive the program 10-minutes plus after the final follow-up To examine the possibility of fade-out of the effects of the SEL intervention on students the first experimental condition 10-minutes only will be randomly divided into two groups one will receive the intervention for one year only whereas the second one will receive the intervention for two consecutive years
It is expected the program will yield positive effects on the experimental groups both students and teachers and effects are expected to be greater in the group offered the 10-minutes plus intervention which entails both a curriculum for children and professional development for teachers than the effects in the group offered the 10-minutes curriculum exclusively If the program proves to be effective then cost-benefit analyses will follow to assess the efficiency of the program The estimated benefits of the program are expected to be lower than the costs
Detailed Description:
Over the last 20 years the science of learning and economics of education has uplifted the relevance of socioemotional competence both for learning and other societal outcomes Findings from neurobiology have illuminated how environmental factors such as poverty exposure to stress or experiencing trauma affect childrens development of brain systems that support neurocognitive functions such as language memory and self-regulation and therefore affecting their behavior lifelong learning and health Immordino-Yang Damasio 2007 Twardosz Lutzker 2010 Noble 2014 Chapko 2015 Kolb Gibb 2015 Thomason Marusak 2017 Findings from the economics of education consistently indicates positive relationships between noncognitive skills and societal outcomes such as educational attainment Farrington et al 2012 Levin 2012 Garcia 2015 labor productivity and adult earnings Casner-Lotto Barrington 2006 Heckman Stixrud Urzua 2006 Murnane et al 2001 and civic participation Almlund Duckworth Heckman Kautz 2011 This has led educators to pursue new strategies to support the social and emotional competence of children as well as their academic learning Socioemotional learning SEL hereafter is the process through which individuals acquire socioemotional competence the process through which all young people and adults acquire and apply the knowledge skills and attitudes to develop healthy identities manage emotions and achieve personal and collective goals feel and show empathy for others establish and maintain supportive relationships and make responsible and caring decisions Niemi 2020
The 10-minutes project is a pilot study to assess the impact of a SEL program for children in 3th and 4th grade and their teachers called 10-minutes
The program is a curriculum that provides 10-minute activities thus the name for children to be implemented by the teachers daily throughout the school year The activities do not require prior knowledge of teachers on SEL development nor planning or material preparation Each activity is presented along with knowledge for teachers on how to develop socioemotional skills in children The curriculum is complemented by professional development for teachers on the development of their own socioemotional competencies
The 10-minute project is a pilot study primarily exploratory It will provide data on the feasibility of the program and its acceptability The 10-minute project also has a quantitative study developed to evaluate whether the 10-minute curriculum and an expanded version with professional development activities for teachers or counselors 10-minute plus at third grade would improve students and teachers socioemotional competence The randomized control trail involves 30 schools in Chile matched on socioeconomic measures size and urbanrural conditions assigned randomly to 1 of 3 conditions Ten schools will receive 10-minutes only the SEL curriculum taught by teachers or school counselors during the 2024 and 2025 school years Ten schools will receive 10-minutes plus during the 2024 school year Ten schools will serve as delayed program control which will have the opportunity to receive the program 10-minutes plus after the final follow-up To examine the possibility of fade-out of the effects of the SEL intervention on students the first experimental condition 10-minutes only will be randomly divided into two groups one will receive the intervention for one year only whereas the second one will receive the intervention for two consecutive years Surveys will be used to collect data on student classroom and teacher outcomes in the 30 schools in fall 2024 baseline spring 2024 first follow-up and among fourth grade students in the same schools in spring 2025 final follow-up The intervention will take place after the baseline data is collected in March and April 2024
It is expected the program will yield positive effects on the experimental groups both students and teachers and effects are expected to be greater in the group offered the 10-minutes plus intervention which entails both a curriculum for children and professional development for teachers than the effects in the group offered the 10-minutes curriculum exclusively If the program proves to be effective then cost-benefit analyses will follow to assess the efficiency of the program The estimated benefits of the program are expected to be lower than the costs
Why this program and study matters This program and study are relevant for two main reasons First children and adults are facing a mental health crisis in Chile and elsewhere Humphreys Irarrazaval 2022 World Health Organization 2022 and SEL programs have proven to be an effective way to increase children and adults socioemotional competence Durlak et al in press fundamental skills to cope with environmental stressors and daily challenges Second Chilean teachers have received little to no training in pre-service education Milici Alcalay 2020 and admit not having the necessary tools to tackle SEL in schools Berger et al 2009 This project presents an intervention that helps tackle both challenges and present a robust study design to argue for the causal impact of the intervention on childrens and teachers socioemotional competencies
The 10-minutes project is a pilot study to assess the impact of a SEL program for children in 3th and 4th grade and their teachers called 10-minutes
The program is a curriculum that provides 10-minute activities thus the name for children to be implemented by the teachers daily throughout the school year The activities do not require prior knowledge of teachers on SEL development nor planning or material preparation Each activity is presented along with knowledge for teachers on how to develop socioemotional skills in children The curriculum is complemented by professional development for teachers on the development of their own socioemotional competencies
The 10-minute project is a pilot study primarily exploratory It will provide data on the feasibility of the program and its acceptability The 10-minute project also has a quantitative study developed to evaluate whether the 10-minute curriculum and an expanded version with professional development activities for teachers or counselors 10-minute plus at third grade would improve students and teachers socioemotional competence The randomized control trail involves 30 schools in Chile matched on socioeconomic measures size and urbanrural conditions assigned randomly to 1 of 3 conditions Ten schools will receive 10-minutes only the SEL curriculum taught by teachers or school counselors during the 2024 and 2025 school years Ten schools will receive 10-minutes plus during the 2024 school year Ten schools will serve as delayed program control which will have the opportunity to receive the program 10-minutes plus after the final follow-up To examine the possibility of fade-out of the effects of the SEL intervention on students the first experimental condition 10-minutes only will be randomly divided into two groups one will receive the intervention for one year only whereas the second one will receive the intervention for two consecutive years Surveys will be used to collect data on student classroom and teacher outcomes in the 30 schools in fall 2024 baseline spring 2024 first follow-up and among fourth grade students in the same schools in spring 2025 final follow-up The intervention will take place after the baseline data is collected in March and April 2024
It is expected the program will yield positive effects on the experimental groups both students and teachers and effects are expected to be greater in the group offered the 10-minutes plus intervention which entails both a curriculum for children and professional development for teachers than the effects in the group offered the 10-minutes curriculum exclusively If the program proves to be effective then cost-benefit analyses will follow to assess the efficiency of the program The estimated benefits of the program are expected to be lower than the costs
Why this program and study matters This program and study are relevant for two main reasons First children and adults are facing a mental health crisis in Chile and elsewhere Humphreys Irarrazaval 2022 World Health Organization 2022 and SEL programs have proven to be an effective way to increase children and adults socioemotional competence Durlak et al in press fundamental skills to cope with environmental stressors and daily challenges Second Chilean teachers have received little to no training in pre-service education Milici Alcalay 2020 and admit not having the necessary tools to tackle SEL in schools Berger et al 2009 This project presents an intervention that helps tackle both challenges and present a robust study design to argue for the causal impact of the intervention on childrens and teachers socioemotional competencies
Study Oversight
Has Oversight DMC:
None
Is a FDA Regulated Drug?:
None
Is a FDA Regulated Device?:
None
Is an Unapproved Device?:
None
Is a PPSD?:
None
Is a US Export?:
None
Is an FDA AA801 Violation?:
None