ArticlePloS one2026
Using core components in process evaluation: Passport skills for life.
Article in PloS one, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- From needs to design: teachers' perspectives on core components of culturally responsive SEL in Türkiye.Frontiers in psychology · 2026Article
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Although school-based SEL programmes show robust effects in controlled studies, their real-world impact varies due to inconsistent implementation. Core components (CCs), the essential theory or evidence-based elements required to reliably produce intended effects, offer a framework to address this gap. A CC-informed approach can shift evaluation from whether a programme was delivered to how its active ingredients functioned in context and how well. We conducted a two-phase qualitative process evaluation of Passport: Skills for Life, integrating top-down and bottom-up evidence. Phase 1 involved systematic analysis of manuals, lesson plans, and resources to distil practice and instructional CCs. Phase 2 examined enactment via non-participant observations (n = 12) and semi-structured teacher interviews (n = 9) across four primary schools in North-West England. Data were analysed using deductive content and thematic analyses. We identified five practice and seven instructional CCs. Core practices-coping, self-awareness, and social awareness-were typically delivered, whereas more complex interpersonal skills (help-seeking/giving, relationship skills) were seldom observed. Instructionally, low-intensity formats (didactic talk, whole-class discussion, short written tasks) predominated, while high-engagement activities (role-plays, situation cards, Dragon's Path) were often truncated or omitted. Delivery quality varied: facilitation sometimes built conceptual understanding, competence-building promoted rehearsal and modelling, yet disengaged practices weakened socio-emotional norms. Teacher warmth, responsiveness, and emotional literacy were pivotal; when present, SEL activities reinforced prosocial behaviours, but when absent, delivery narrowed to surface-level coverage. By linking programme theory with classroom enactment, this study shows how a CC-informed lens can reveal fidelity and quality of delivery patterns, offering a theory-aligned framework for scaling and sustaining school-based SEL.
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Registered trials
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