Hamilton Suzanne, Boehnke Jan R, Humphrey Neil, Qualter Pamela
Manchester Institute of Education, The University of Manchester, United Kingdom.
School of Health Sciences, University of Dundee, Dundee, United Kingdom.
PLoS One. 2025 Jul 22;20(7):e0328482. doi: 10.1371/journal.pone.0328482. eCollection 2025.
Trials of universal school-based (USB) social and emotional learning (SEL) interventions have reported that individual and socio-demographic characteristics may moderate outcomes, but it is not clear how. Teachers are key stakeholders in SEL and are involved in the implementation of interventions, so they can offer insights into patterns of responsiveness and intervention impact. This qualitative study aimed to explore teachers' perceptions of the differential impacts of the PATHS curriculum, a USB SEL intervention. Data were generated in semi-structured interviews with 105 implementing teachers as part of a trial of PATHS in 23 primary schools across Greater Manchester, and analysed using thematic framework analysis. Six main themes and 22 subthemes formed the final thematic framework. Teachers suggested that students demographic backgrounds influenced both engagement with and responsiveness to the intervention and that a certain initial level of social and emotional skills were needed as foundation on which to build further learning. The potential of teachers' expectations and beliefs about pupils' characteristics to impact on implementation quality and judgements of impact are discussed. Implications for practice and future research are considered.
以学校为基础的普遍社会情感学习（SEL）干预试验报告称，个体和社会人口特征可能会调节干预结果，但具体方式尚不清楚。教师是SEL的关键利益相关者，参与干预措施的实施，因此他们可以提供有关反应模式和干预影响的见解。这项定性研究旨在探讨教师对“促进替代思考策略”（PATHS）课程（一种以学校为基础的SEL干预）的差异影响的看法。作为在大曼彻斯特23所小学进行的PATHS试验的一部分，通过对105名实施教师进行半结构化访谈收集了数据，并使用主题框架分析进行了分析。最终的主题框架由六个主要主题和22个子主题组成。教师们表示学生的人口背景既影响了他们对干预措施的参与度，也影响了他们对干预措施的反应，并且需要一定的社会情感技能初始水平作为进一步学习的基础。文中讨论了教师对学生特征的期望和信念影响实施质量和影响判断的可能性。还考虑了对实践和未来研究的启示。
