DEVELOPING

SOCIOEMOTIONAL SKILLS:
Why, when, and how?

Victoria Levin,
Senior Economist and
Global co-Lead for
Skills Global Solutions Group
Education Global Practice
February 14, 2022
1

OUTLINE

§ What are socioemotional skills?

§ Why are socioemotional skills (increasingly) important?
§ How to develop socioemotional skills?
§ Examples of successful interventions
WHAT ARE
SOCIOEMOTIONAL
SKILLS?
3
WHAT DOES IT TAKE TO BE A “WELL-EDUCATED” PERSON
IN THE 21ST CENTURY?

Digital skills
Cognitive Technical Socioemotional
Involving the use of Involving manual Beliefs, personality traits,
logical, intuitive and dexterity and use of Behavioral skills
creative thinking methods, materials, tools
& instruments Big 5 traits: Openness to
Raw problem solving
ability vs. knowledge to Developed through experience,
solve problems VET/university or conscientiousness,
acquired on the job extraversion, agreeableness,
emotional stability
Verbal ability, numeracy, Related to specific
problem solving, memory occupations/trades (e.g. Behaviors/attitudes: Self-
(working and long-term) engineer, economist, IT regulation, Grit/perseverance,
and mental speed specialist, plumber) decision making, self &
interpersonal
3 skills
WHY ARE
SOCIOEMOTIONAL SKILLS
(INCREASINGLY)
IMPORTANT?
5
SOCIO-EMOTIONAL SKILLS PREDICT EDUCATIONAL
ACHIEVEMENT

US: GED recipients (lower SE skills) have lower post- Peru: Grit helps to explain enrollment in higher education
secondary attainment compared to high school and choice of university over technical post-secondary
graduates (higher SE skills) 0.35

0.30

0.25

0.20

0.15

0.10

0.05

0.00
Enrollment in higher education Attend university
University rather
| institute enrollment
than technical institute

Monetary resources Cog. ability GRIT

Note: Simulations from regressions that controls for individual and family factors
such as gender, ethnic group, parental/family background, reported SES
and scholastic performance during secondary schooling .
(*) Increasing monetary resources implies changing self-reported socioeconomic status
Source: Heckman and Kautz (2012). Source: Díaz, Yamada and Arias (2011) based on Peru Skills Survey.
at the time of secondary schooling from low to medium class; increasing abilities
implies moving from the bottom to the upper third of the ability distribution.
6
SOCIO-EMOTIONAL SKILLS PREDICT LABOR MARKET
OUTCOMES

Socio-emotional skills underlie

observed behaviors in school (and
the workplace), such as a student
Highly valued by
that:
employers
• Is self-disciplined, organized, on
time, reliable/dependable
• Is perseverant/persistent
• Shows initiative, thinks outside
the box, problem solver
• Learns quickly, from mistakes
• Works well with others
7
DEMAND OF SKILLS IS SHIFTING TOWARDS JOBS REQUIRING
SOCIO-EMOTIONAL SKILLS

Source: Deming (2015), “The Growing Importance of Social Skills in the Labor Market”, NBER WP No. 21473
8
EVIDENCE FROM THE PHILIPPINES: DEFICIT OF SOCIO-
EMOTIONAL SKILLS IN THE LABOR MARKET

Source: Acosta et al. (2017), “Developing socioemotional skills for the Philippines’ labor market”, Directions in development; human
development. Washington, D.C. : World Bank Group.
9
EVIDENCE FROM THE PHILIPPINES: SOCIO-EMOTIONAL
SKILLS CORRELATE WITH LIKELIHOOD OF EMPLOYMENT

Source: Acosta et al. (2017), “Developing socioemotional skills for the Philippines’ labor market”, Directions in development; human
development. Washington, D.C. : World Bank Group.
10 EVIDENCE FROM THE PHILIPPINES: SOCIO-EMOTIONAL SKILLS
ASSOCIATED WITH HIGHER WAGES, PARTICULARLY FOR
DISADVANTAGED

Source: Acosta et al. (2017), “Developing socioemotional skills for the Philippines’ labor market”, Directions in development; human
development. Washington, D.C. : World Bank Group.
11
EVIDENCE FROM THE PHILIPPINES: TEACHERS STRUGGLE
WITH FOSTERING SOCIOEMOTIONAL SKILLS

Applying the TEACH classroom observation tool in 45 primary schools in Mindanao, which
includes a module on socio-emotional skills (autonomy, perseverance, social and
collaborative skills)

Source: Ezequiel Molina, Syeda Farwa Fatima, Iva Trako, and Tracy Wilichowski (2018). Teacher Practices in Mindanao: Results of the Teach
Classroom Observation Study.
HOW TO DEVELOP SOCIO-
EMOTIONAL SKILLS?
13
FOR INTERVENTIONS, SE SKILLS MOST RELEVANT FOR EDUCATIONAL AND
LABOR MARKET OUTCOMES CAN BE GROUPED IN THE PRACTICE MODEL

Sub-Skills
Socio-emotional skills
(skills, attitudes, beliefs, behaviors)
Social-information processing skills
Problem-solving Decision making
Planning skills
Stress resistance
Perseverance
Resilience Optimism
Adaptability

Mastery orientation
Achieve motivation Sense of purpose
Motivation to learn

Delay of gratification
Impulse control
Control Attentional focus
Self-management
Empathy/prosocial
Low aggression
Teamwork Communication skills
Relationship skills

Agency
Initiative Internal locus of control
Leadership

Self-efficacy
Confidence Self esteem
Positive identity
Honesty
Ethics Fairness
Moral reasoning
Source: Guerra, Modecki and Cunningham, 2014.
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FOCUSING ON SMARTLY-TIMED INTERVENTIONS FOR SPECIFIC
SOCIO-EMOTIONAL SKILLS IS KEY

Optimal age of development

Associated (labor-market oriented) socio-
emotional skills
0-5 6-11 12-18 19-29 30+

Problem-solving F O O R

Resilience O O R

Achieve motivation O R R

Control O O O R

Teamwork O O R

Initiative O O O O

Confidence F O O R
Ethics F O O
Source: Guerra, Modecki and Cunningham (2014). F= FOUNDATIONAL; O= OPTIMAL; R= REINFORCEMENT
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EFFECTIVE SOCIO-EMOTIONAL SKILLS INTERVENTIONS ARE
“SAFE”

Sequenced: Connected and coordinated activities to

foster skills development
Active: Active forms of learning to help students master
new skills and attitudes
Focused: At least one component that emphasizes
developing personal and social skills
Explicit: Targeting specific social and emotional skills

Source: CASEL based on Durlak et al. (2010), “A meta-analysis of after-school programs that seek to promote personal and social skills in children
and adolescents,” American journal of community psychology, 45(3-4), 294-309.
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OTHER SUCCESS FACTORS FOR SOCIO-EMOTIONAL SKILLS
INTERVENTIONS

ü Curriculum and activities based on robust psychological models

and evidence-based (i.e., promising or tested even if at small
scale)

ü Activities that are age-appropriate (engaging)

ü Ignite incentives for action and behavioral change (e.g., connect

wishes with goals, ideally at an emotional level)

ü Use mentors and peers to motivate, model behaviors and

develop them into habits

ü Create real-life opportunities to experience practicing with the

skills
SOCIO-EMOTIONAL SKILLS INTERVENTIONS VARY IN TERMS
OF THEIR SCOPE AND DELIVERY MODE

§ System-wide reforms to incorporate SE skills in

learning standards, curricular reforms– Australia,
School-wide Colombia, some US states (Illinois, NY)
approaches § School-wide approaches and/or teacher training –
Tools of the Mind, KIPP schools, Emociones para la Vida
(Colombia), Paso a Paso (Peru), Chicago One-Goal

§ School-based multi-faceted programs- Extra-curricular,

Stand-alone after-school programs
interventions § Targeted interventions– Jamaica ECD (parenting)
program, Mindset, Grit, PATH, MCII (WOOP)

§ Youth programs- Year Up, Juventud y Empleo

Post-school (Dominican Republic), Jovenes work-based programs
programs (Latin America)
§ Adult programs― MCII, small-scale interventions
§ Entrepreneurship programs – Educate!, Personal
Initiative Training
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EXAMPLES OF SOCIO-
EMOTIONAL SKILLS
INTERVENTIONS FROM AROUND
THE WORLD
SCHOOL-WIDE: THE CHICAGO ONEGOAL PROGRAM
IMPROVES ENROLLMENT AND PERSISTENCE IN COLLEGE

Motivation:
• Only 9% of students from low-income communities graduate from college

Chicago OneGoal program: High school (school-wide approach) intervention that

targets socio-emotional skills (such as grit and self-regulation) by training
teachers, including on establishing social foundations, for nurturing these
socio-emotional skills

Results of OneGoal:

Increases college enrollment and persistence

by 10-20 p.p.

Highest impact for students with incoming

low cognitive skills

10-30% of the effects are partly attributable

to the development of socio-emotional skills

19 Source: Kautz and Zanoni (2014)

 SCHOOL-WIDE: KIPP SCHOOLS INCREASE HIGH SCHOOL
GRADUATION AND COLLEGE ENROLLMENT & COMPLETION
KIPP Schools: a network of charter schools in the US that uses a school-wide approach with
a heavy focus on socio-emotional (“character”) skills, starting in preschool through high-
school, with college graduation as a primary end goal

KIPP Critical Factors for College Completion:

1. Academic readiness
2. A powerful set of character strengths (including grit, self-control, social
intelligence (including self-advocacy), zest, optimism, and gratitude, that enable
students to stick with college even in the face of considerable obstacles)
3. The right match to choosing the right higher education institution
4. Social and academic integration
5. College affordability and financial understanding

Results (from cohorts that completed 8th grade at KIPP):

• Higher graduation rates:

• Over 93% have graduated from high school
• Over 82% have gone on to college
• 44% have earned a four-year college (higher than 34% national average, and 9% for
low-income communities)
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SCHOOL-WIDE: PASO A PASO IN PERU IMPROVED SOCIO-
EMOTIONAL SKILLS AND LEARNING OUTCOMES
Intervention: SEL toolkit for students
& teachers in at-risk schools K0-12
(developed by Ministry of Education
& World Bank) focused on teaching
kids self-awareness, self-regulation,
social awareness, positive
communication, responsible decision-
making, and determination
comprising:
Ø Curriculum, SEL standards,
teacher guides, student
handbooks,
videos/songs/storybooks
Ø 1 year teacher training course
Ø Improvements in school climate
Ø Weekly experts visits to schools
and activities for parents & the
community.

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A LOOK AT PASO A PASO CURRICULUM, WITH DEFINED AGE-
APPROPRIATE STANDARDS FOR EVERY GRADE

22
 STAND-ALONE: GROWTH MINDSET INTERVENTION IMPROVES MATH
GRADES IN THE US
• Intervention that taught about malleability of intelligence and skills reversed downward
trend in math grades among seventh-graders in New York City public schools

Mindset Intervention

www.mindsetworks.com

Source: Blackwell et al. (2007)

 STAND-ALONE: SHORT GROWTH MINDSET INTERVENTION IN PERU
INCREASED LEARNING OUTCOMES
Intervention: 1.5 hour teacher-led Grow Your
Mind session that explains that the brain works
like a muscle and asks students to write a
mentoring letter on this subject. Intervention
provided materials (lesson plan, handouts, and
poster) to teachers.
Results (for 7th and 8th graders in Lima and 2
other regions)
• Math and reading scores on 8th grade
national assessment (2-3 months after
intervention for 8th graders) increased
significantly (0.08-0.12 SD) in 2 non-Lima
regions
• Impacts were sustained 14 months after
intervention (for 7th grade cohort), with
reading gains increasing over time

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STAND-ALONE: ONGOING GROWTH MINDSET INTERVENTIONS IN PERU,
INDONESIA AND SOUTH AFRICA

• Work is ongoing in Peru, Indonesia, and South Africa testing adaptations of Growth
Mindset interventions, using videos, stories, multiple sessions, comic books, self-
administered computer-based sessions, targeting primary and secondary students

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 STAND-ALONE: TEACHING GRIT IN MACEDONIA IMPROVED SOCIO-
EMOTIONAL SKILLS AND INCREASED ACHIEVEMENT FOR ROMA

• Nationwide intervention for 6th - 7th

grades, RCT evaluation with two-
treatment arms: self-paced and
teacher-led

• Delivery: 6 short weekly lessons (50

mins) in life-skills class to teach Grit
principles: Deep Practice, Grit
Mentor, Grit Identity

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POST/AFTER-SCHOOL: EDUCATE! BUSINESS CLUBS WITH
SOCIOEMOTIONAL SKILLS TRAINING HELP YOUTH SUCCEED IN AFRICA

Source: Follow-up RCT conducted in partnership with researchers from the University of California-
Berkeley, the World Bank, and Innovations for Poverty Action to measure program impact on students
3.5 years after graduating from secondary: Carney, et al. (2019). “Educate! Evaluation: Four-year
Follow-up Report.”
27
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POST-SCHOOL: YOUTH SKILLS TRAINING HAD LONG-TERM IMPACTS ON
LABOR OUTCOMES, LARGELY DUE TO LIFE SKILLS TRAINING

• In Dominican Republic, intervention tested vocational training + life skills training

(focused on work habits and self-esteem) followed by internship, for disadvantaged
NEET youth aged 16-29

After 2 years: Better SE skills (leadership, persistence of effort,

conflict resolution)
Results:

After 2 years: ↓teenage pregnancy

After 2 years: ↑17% formal employment for men

After 6 years: ↑25%

After 6 years: ↑25% of earnings in urban areas for women

After 6 years: ↑31% of formal employment in urban areas

(somewhat stronger for men than for women, significant for both)

Source: Ibarraran et al. (2015)

POST-SCHOOL: SOCIOEMOTIONAL SKILLS FOR ENTERPRENEURS MORE
EFFECTIVE THAN STANDARD BUSINESS TRAINING

ü Self-starting: be different, do
not mimic others, and think
creatively

ü Future thinking: be able to

identify new trends,
technological changes but also
future barriers to growth

ü Overcoming barriers: be
persistent when problems
happen, learn from mistakes

ü Togo, Uganda, Ethiopia, Ghana, Source: Campos et al. (2017). Teaching personal initiative
Mexico beats traditional training in boosting small business in West
Africa. Science, 357(6357), 1287-1290.
ü https://pi-training.org/

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THANK YOU!
For more information, contact:

Victoria Levin (vlevin@worldbank.org)

Presentation Title
POST-SCHOOL: PROJECT-BASED LEARNING IN UNIVERSITY
IN COLOMBIA INCREASED 21ST CENTURY & SE SKILLS

Intervention: Evoke - an award-

winning, multi-player online
educational experience, which uses
storytelling, game mechanics, and
social networks to prepare young
people to become social innovators
who create solutions that address
global ‘grand challenges’ (e.g.,
displacement, hunger, poverty,
water scarcity). It focuses on
developing 48 skills under 4 clusters:
creative visionary, deep
collaborator, systems thinker, and
empathetic activist.

Results (for university students in

Colombia’s Uniminuto University):
• Greater learning outcomes in 21st
century and socio-emotional skills
 SCHOOL-WIDE: TEACHING SOCIO-EMOTIONAL SKILLS IN
SCHOOLS IN COLOMBIA (BOGOTA, ONGOING)
- Emociones para la Vida (Emotions for Life): Program to develop socio-emotional skills
of students in Bogota (ongoing). Based on Step by Step SEL toolkit for students &
teachers in at-risk primary schools (grades 1-5), includes an RCT evaluation. 4 sessions
of teacher training (12 hours total) with follow-up coaching school visits

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 STAND-ALONE: MCII INTERVENTION INCREASED GRADES
AND ATTENDANCE IN US MIDDLE SCHOOL

• Brief intervention that taught Mental Contrasting with Implementation Intentions

(MCII) (meta-cognitive strategies for goal-setting, planning, acting) improved GPAs
and attendance rates among fifth-graders in public middle schools

Experimental
Group

Source: Duckworth et al. (2014)

 STAND-ALONE: GRIT INTERVENTION INCREASED
MOTIVATION AND GRADES IN TURKEY
• Intervention that taught grit improved grit-like behaviors and top grades performance
among fourth-graders in Istanbul
Students are more likely to choose to undertake a more
challenging and more rewarding task against an easier
but less rewarding alternative

Students are less likely to give up after failure

Students are more likely to exert effort to accumulate

task-specific ability, and consequently
RESULTS à

Students are more likely to succeed and collect higher

payoffs.

Students are about 3 percentage points more likely to

receive top grades in core academic subjects.

Source: Alan, Boneva, Ertac (2015)