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Research on Experiences of International School Teachers and Students
with the Social-Emotional Learning Program Fly Five
Program: Fly Five
Subject: Social-Emotional Learning Curriculum
Grade Level: Elementary, Middle School
School Type: International
Student Population: 450
Teacher Population: 40
Evaluation Period: 2022 - 2023, Continuous
Study Conducted by: Clara-Christina Gerstner, PhD Candidate, University of Pennsylvania
This study examines the effectiveness of the Fly Five social-emotional learning (SEL) program within three international schools in Morocco. 40 teachers and approximately 450 students in grades K-8 participated in the study during the 2022/23 school year. Following the Fly Five Theory of Change (see Figure 1), the study hypothesized that, as students engage with Fly Five they will be able to demonstrate developmentally appropriate SEL skills with increasing frequency and readiness, leading to positive developmental and behavioral outcomes in the classroom. Over time, the goal of the program is to improve students’ overall well-being and academic performance.
Utilizing a pretest-posttest design, two schools implemented Fly Five while one served as a control group. Based on reports from students and teachers, the study primarily assessed improvements in students' SEL skills across five competencies: cooperation, assertiveness, responsibility, empathy, and self-control.
Figure 1.
Fly Five Theory of Change
Data collection for this study occurred in the fall and spring and included surveys completed by teachers and students. Surveys were administered online using the Social Skills Improvement System (SSIS) SEL Briefs Scales. Qualitative data collection consisted of 27 classroom observations, 18 teacher interviews, and 9 focus groups. Classroom observations ranged from 30-50 minutes and included group sizes ranging from 4 to 22 students. Notable observations included increased student engagement from fall to spring, emphasis of new vocabulary, and frequent sharing of personal opinions and experiences. Most commonly used curriculum materials included slide decks, student journals, and posters (grades K-2).
Results of the study indicate an improvement in students’ SEL skills, most noticeably in the competencies of cooperation and empathy. Teacher responses also indicate that Fly Five helped them to foster a sense of school belonging and connectedness in their classrooms. These initial findings demonstrate that Fly Five is able to be successfully implemented for positive social-emotional skill development in international schools.
This study will be continued during the 2023/24 school year, where follow-up data will be collected to assess students’ SEL skill development and behavioral adjustment during the second year of Fly Five implementation.
Fall results-Student perspective
