Katherine L Rosettie, Renata Micha, Frederick Cudhea, Jose L Peñalvo, Martin O'Flaherty, Jonathan Pearson-Stuttard, Christina D Economos, Laurie P Whitsel, Dariush Mozaffarian
Comparative risk assessment of school food environment policies and childhood diets, childhood obesity, and future cardiometabolic mortality in the United States
PloS one
schoolbased social emotional learning sel programs associated improvements childrens sel academic outcomes quality classroom interactions magnitude effects increases high levels program implementation quality study aimed 1 identify teachers profiles quality implementation 2 explore teachers classroom characteristics contributing propensity comply high quality implementation 3 examine relations school assignment sel program quality classroom interactions child sel academic outcomes different levels teachers compliance propensity study drew upon data clusterrandomized controlled trial evaluating efficacy 4rs mtp literacybased sel program third fourth grade teachers n 330 students n 5081 across 60 new york city public elementary schools latent profile analysis indicated measures teacher responsiveness amount exposure implementation supports contributed differentiation profiles high low quality implementation random forest analysis showed experienced teachers low levels professional burnout high propensity comply high quality implementation multilevel moderated mediation analysis indicated 4rs mtp teachers high compliance propensity associated higher classroom emotional support lower childrens school absences counterparts control group findings may inform debates policy research importance providing supports teachers need implement sel school programs high quality