Effects of a Four Weeks Social Emotional and Ethical Learning Training in Brazilian Public School Teachers

Study Overview
=================
Brief Summary
-----------------
Social Emotional Learning (SEL) has gained importance in recent years and has been taught in several schools to support students in how to recognize and manage emotions, develop empathy, build cooperative relationships, solve problems effectively, and gain skills of communication. The objective of this study is to evaluate the effects of a training of 4-week Social Emotional and Ethical Learning on stress, well-being, socioemotional learning literacy, positive and negative affect, attention, and competent. This study will also assess the perception of teachers about training and its impact on their teaching skills and in personal life. Methods: Elementary and Secondary School Teachers public in Brazil (N = 1,500) will be invited to participate in the SEE training Learning. After signing the Free and Informed Consent Term, the they will be randomized into two groups A and B. Both groups will be before the experiment (T0), after one month (T1) and after two months (T2). ONE SEE Learning Training (SEELT) and B will be a checklist control group. Standby (WLC) for one month. After that, B will receive SEELT and A will not receive intervention, but will be guided to maintain the practices learned. RESULTS EXPECTED: The groups after receiving the SEELT should present better results relating to their socio-emotional skills, stress management, increase in well-being and knowledge about these skills, are still so, better prepared to teach their students.

Official Title
-----------------
Effects of a Four Weeks Social Emotional and Ethical Learning Training in Brazilian Public School Teachers: a Randomized Controlled Trial

Conditions
-----------------
Social Emotional Learning

Intervention / Treatment
-----------------
* Behavioral: SEE Learning Online Training
* Behavioral: Waiting list


Participation Criteria
=================
Eligibility Criteria
-----------------
Inclusion Criteria: Teachers from the public schools in Brazil Exclusion Criteria: -

Ages Eligible for Study
-----------------
Minimum Age: 18 Years
Maximum Age: 99 Years

Sexes Eligible for Study
-----------------
All

Accepts Healthy Volunteers
-----------------
Accepts Healthy Volunteers

Study Plan
=================
How is the study designed?
-----------------

Design Details

Primary Purpose: Prevention
Allocation: Randomized
Intervention Model: Crossover Assignment
Interventional Model Description: Teachers from the Public Education Network will be randomly assigned to paired classes. While one is attending the four-week online course classes and responding to the perceived mood states assessment questionnaires, the next class will be the control group and will be on hold until the next month answering the same emotional assessment questionnaires.
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: Experimental: A (first group to receive the intervention)<br>The class will be instructed in the social emotional and ethical learning (SEELearning) for 4 weeks. | Behavioral: SEE Learning Online Training<br>* This intervention includes classes about socioemotional learning theory and practice, topics related to ethics and well-being practices<br>|
| Experimental: Experimental: B (second group to receive the intervention)<br>This arm will not receive intervention in the first month and will receive SEE Learning after this period. | Behavioral: SEE Learning Online Training<br>* This intervention includes classes about socioemotional learning theory and practice, topics related to ethics and well-being practices<br>Behavioral: Waiting list<br>* This group will wait for one month to receive SEE Learning Online Training<br>|

What is the study measuring?
-----------------
Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change in stress | The authors will evaluate stress using the 10-item perceived stress scale. Higher values means worse stress. 2. change in attention The authors will apply the Perceived Stress Scale | 1 month | 
| Change in well-being perception | The authors will evaluate well-being using the World Health Organization 5-item well-being index. Higher scores means better well-being. | 1 month | 
| Understanding of the application of socio-emotional and ethical learning | Questionnaire on Knowledge about Socioemotional Learning and Ethics. This is a 0 to 10 score questionnaire. Higher scores means better understanding in the topic. | 1 month | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Effectiveness of content learning and training appreciation | Qualitative interviews in focus groups will be carried out among the participants | 1 month | 
| change in positive and negative affect (PANAS) | The authors will apply Positive and Negative Affect Scale (PANAS). Higher scores in negative affect means worse affective state and higher scores in positive affect means better affective state. | 1 month | 
| Perception of Stress, Well-Being, Attention, Frustration, Motivation in the last week | the author will aply Questionary of Perception of Stress, Well-Being, Attention, Frustration, Motivation in the Last Week. Each item will be answered in a 0 to 10 item scale. The minimum value is 0 and the maximum is 10. Higher scores in stress and frustration are worse scores. Higher scores in well-being, attention and motivation are better scores in the questionnaire. | 1 month | 

 Terms related to the study
=================
Keywords Provided by Centre Hospitalier Valida
-----------------
teachers, social emotional learning, well-being, stress