Promoting social emotional learning in Chinese schools: a feasibility study of PATHS implementation in Hong Kong

Abstract

Social emotion learning (SEL) can be taught in schools. The present report describes a pilot trial of the PATHS Curriculum, a US developed evidence-based SEL program, among schools in Hong Kong SAR (China). Three elementary schools, 318 students in 12 first grade classrooms, participated in the study. The first grade PATHS lessons were adapted and translated into Chinese. Twelve teachers learned and adopted these lessons in their teaching. Students in these classrooms learned about different emotions and practiced self control. The intervention lasted for four months. After the intervention, students showed increase in their emotion understanding, improvement in their emotional regulation and prosocial behaviors. No change was observed in the levels of children’s problem behaviors. Over 65% of the participating teachers reported high degree of satisfaction and willingness to adopt the intervention in their classrooms. Further analyses indicated that the effects of the intervention varied among schools. There were also variations in the dosage of intervention and principal support, but not the quality of implementation among the 3 schools. Discussion was focused on factors that could shape the adoption and implementation of SEL programs, especially the role of the difference in school systems between Hong Kong and the United States.