Effectiveness of Collaborative for Academic, Social, and Emotional Learning (CASEL) on Internalizing and Externalizing Emotional and Behavioral Problems and Academic Performance of Male Elementary School Students

The present study was conducted to examine the effectiveness of collaboration for academic, social and emotional learning on internalized and externalized emotional and behavioral problems and academic performance of male elementary school students. The research method was quasi-experimental with pre-test-post-test and follow-up with control group. The statistical population includes all fifth grade elementary school students who were educated in the city of Pishva during the 2017-2018 school year. Students were assessed using the Achenbach Checklist (CBCL) (Achenbach & Rescorla, 2001). Students with a T-score greater than 63 were classified into a clinical area and randomly divided into an experimental and a control group of 24 members. The experimental group participated in 12 sessions of collaborative social and emotional learning. Post-tests were conducted after the training sessions and a follow-up test was conducted after 3 months to assess the stability of the training. The Aachenbach Emotional Behavioral Problems Questionnaire (CBCL & TRF) and the Academic Performance Test (APT) were used to collect data. Data analysis was performed by multivariate analysis of covariance (MANCOVA) and one-way analysis of covariance (ANCOVA) using SPSS software version 24. The results of the data analysis showed that there was a significant difference between the experimental and control groups in the mean scores of internalized and externalized behavioral problems and academic performance (P = 0.001). Thus, collaborative for academic, social and emotional learning (CASEL) with activities and engaging students with various exercises in the educational process resulted in improved academic performance and reduced emotional and behavioral problems. It is recommended that educational agencies utilize these skills due to the impact of CASEL on reducing internalized and externalized emotional and behavioral problems and improving academic achievement of elementary students