Abstract

This paper combines a large-scale cluster randomized trial in Danish public schools with survey and register-based data to investigate the short-run effects of a universal social emotional learning intervention, PERSPEKT 2.0. The program was delivered to 4th and 5th graders in Danish elementary schools. While the program was well-liked by teachers and pupils and delivered as intended, PERSPEKT 2.0 did not affect the primary outcome, school social well-being, or any of the secondary outcomes including problem behavior, social emotional learning competencies, and emotional distress, neither for the population as a whole, nor for any pre-defined subgroups.

Social emotional learning in the classroom: Short-run effects from PERSPEKT 2.0