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Social and emotional learning (SEL) programs teach disruptive students toimprove their classroom behavior. Small-scale programs in high-income countrieshave been shown to improve treated students' behavior and academic outcomes.Using a randomized experiment, we show that a nationwide SEL program in Chilehas no effect on eligible students. We find evidence that very disruptivestudents may hamper the program's effectiveness. ADHD, a disorder correlatedwith disruptiveness, is much more prevalent in Chile than in high-incomecountries, so very disruptive students may be more present in Chile than in thecontexts where SEL programs have been shown to work.

The direct and spillover effects of a nationwide socio-emotional learning program for disruptive students