Presenter(s)

• Julia Raven, Ph.D. Student in Clinical and School Psychology, School of Education and Human Development, University of Virginia
• Jason Downer, Professor, Director of Center for Advanced Study of Teaching and Learning, University of Virginia
• Alireza Zareian Jahromi, Ph.D. Candidate in Applied Developmental Psychology, Fordham University
• Joshua Brown, Professor, Fordham University

Abstract

Little is known about whether social-emotional learning (SEL) intervention effects transfer to new classrooms and students after formal implementation ends. Using follow-up data from the 4Rs+MyTeachingPartner (MTP) intervention, this study examined whether intervention and control teachers differed in classroom composition at the start of a follow-up year and the extent to which intervention effects carried over to a new cohort of third-graders. No significant differences emerged in classroom composition or end-of-year student outcomes. Findings suggest that single-year SEL interventions may be insufficient to promote lasting, transferable teaching practices, highlighting the need for ongoing professional development and implementation supports.