Child and school staff perceptions and experiences of universal social and emotional learning curricula in context: A qualitative case study registered report examining 'Passport Skills for Life'.
This study aims to explore perceptions and experiences regarding social and emotional learning (SEL) curricula in schools.
Conducted qualitative interviews with children and school staff
Examined experiences with the 'Passport Skills for Life' curriculum
Analyzed feedback for context and inclusivity
Identified a need for inclusive and sensitive SEL curriculum design
Emphasized the importance of guidance for implementation fidelity
Highlighted the need for maintaining accessibility and flexibility in SEL programs.
Abstract
Findings highlight the need for inclusive, sensitive and context-responsive SEL design, alongside guidance and support to ensure fidelity without compromising accessibility, impact or flexibility.