El presente trabajo describe un programa para favorecer el bienestar y aprendizaje socioemocional en estudiantes de tercer y cuarto año de Enseñanza General Básica, y su evaluación de impacto. Los fundamentos conceptuales del programa para el Bienestar y Aprendizaje Socioemocional se apoyan en la perspectiva del aprendizaje socioemocional, que integra factores tanto en el ámbito individual como del contexto. El programa enfatiza el desarrollo de vínculos interpersonales de calidad y el desarrollo de las competencias necesarias para ello. A través de un diseño cuasiexperimental que incluyó a 647 estudiantes de tercero y cuarto grado en cinco colegios particulares subvencionados de Santiago, Chile, la evaluación con análisis de la varianza de medidas repetidas mostró un impacto del programa en la autoestima de los estudiantes percibida por sus profesores (medida a través del test de autoestima). Asimismo, el programa mitigó el descenso en la percepción del clima escolar según la Escala de Clima Social, en indicadores de integración social, y en el rendimiento escolar, que se observó en el grupo control. Se discuten los resultados del programa y sus posibles implicancias para el desarrollo de intervenciones en este campo.

This paper presents a program to foster socioemotional learning and wellbeing in 3rd and 4th graders, and its impact on evaluation. The program is conceptually grounded in the socioemotional learning perspective, which integrates factors both at the individual and contextual levels. Development of quality interpersonal bonding is emphasized, as is the development of the necessary socioemotional skills to achieve this goal. A quasi experimental design was implemented which included tudents in five private subsidized schools in Santiago, Chile. Evaluation with Anova analysis of repeated measures showed an impact of the program on students' self-esteem reported by the teacher (measured with TAE). Seemingly, the program mitigated the decrease in the perception of school social climate (measured with ECLIS), in social integration, and in academic performance, as observed in the control group. Results are discussed in terms of their implications for the development of interventions in this field.

El presente estudio respalda la creciente evidencia empírica sobre la relación entre la dimensión socioemocional y el rendimiento académico. Mediante análisis de correlación y regresión se testeó en estudiantes chilenos de educación básica la asociación entre el rendimiento académico y las dimensiones individual (autoestima y bienestar socioemocional) y contextual (percepción del clima social escolar) del aprendizaje socioemocional. Bienestar socioemocional y percepción del clima social escolar respecto a relaciones de pares y lugares de la escuela, mostraron una relación significativa con el aumento en el desempeño académico. Los hallazgos son discutidos en términos de sus implicancias para la práctica educativa y para futuras investigaciones.

This study supports the growing empirical evidence regarding the relationship between the socioemotional dimension and academic achievement. Through correlation and regression analyses the associations between individual (self-steem and socioemotional well-being) and contextual (perception of the school social climate) features of socioemotional learning and academic success in Chilean elementary students were tested. Socioemotional well-being and perception of school social climate with regards to peer relations and places at school were significantly related to improvements in academic achievement. Results are discussed in terms of their implications for educational practice and future research.

O trabalho apresenta o desenvolvimento e a avaliação de impacto de um programa para favorecer o bem-estar e a aprendizagem socioemocional em estudantes de quinta e sexta série de Ensino Fundamental: o programa BASE. Por meio de uma revisão teórica da aprendizagem socioemocional se fundamenta a ênfase do programa no desenvolvimento de vínculos interpessoais de qualidade e o desenvolvimento das competências necessárias, integrando fatores de desenvolvimento individual e do contexto que favorece o mencionado desenvolvimento, assim como a geração de comunidades sadias e nutritivas. Para avaliar o impacto do programa foi utilizado um desenho quase-experimental do tipo pre-post com grupo controle. Os resultados mostraram um impacto significativo positivo do programa na autoestima, integração social, e na percepção do clima escolar dos estudantes que participaram, quando comparados com o grupo controle. Foram discutidos os resultados do programa e suas possíveis implicações para o desenvolvimento de intervenções nesse campo.

This article presents the development and impact evaluation of a program to enhance the wellbeing and socioemotional learning of 5th and 6th graders: The BASE program. Based on the theoretical framework of socioemotional learning, the emphasis of the program is oriented towards fostering quality interpersonal bounds and the development of competencies that are necessary for this, integrating both individual and contextual factors and the generation of healthy and nurturing communities. The study features a quasi-experimental pre-post design with a control group in order to assess the impact of the program. Results show a significant positive effect on self-esteem, social integration, and the perception of the school social climate of students who were part of the program, compared to their counterparts in the control group. These results are discussed in light of their potential implications for future educational interventions.

Se presenta el desarrollo y evaluación de impacto de un programa para favorecer el bienestar y aprendizaje socioemocional en estudiantes de quinto y sexto año de enseñanza general básica: el programa BASE. A partir de una revisión teórica del aprendizaje socioemocional se fundamenta el énfasis del programa en el desarrollo de vínculos interpersonales de calidad y el desarrollo de las competencias necesarias para ello, integrando tanto factores a nivel del desarrollo individual como también del contexto que favorece este desarrollo, así como la generación de comunidades sanas y nutritivas. Se utilizó un diseño cuasi-experimental pre-post con grupo control para evaluar el impacto del programa. Los resultados muestran un impacto significativo positivo del programa en la autoestima, integración social, y percepción del clima escolar de los estudiantes que participaron de él en comparación al grupo control. Se discuten los resultados del programa y sus posibles implicancias para el desarrollo de intervenciones en este campo.

Apesar de que o bem-estar social e emocional tem sido proposto como uma meta principal da educação, sua associação com o desempenho acadêmico geralmente é negligenciado, especialmente considerando que as instituições educacionais são convidados a mostrar os resultados acadêmicos, e, portanto, o foco é no desenvolvimento cognitivo e da formação acadêmica. Este estudo adota uma perspectiva multinível para testar essa associação entre alunos chilenos do ensino fundamental, incluindo características individuais (bem-estar sócio-emocional, auto-estima e integração social) e sociais (clima social da aula e as características de rede social). Os resultados mostram que as variáveis sócio-emocionais, e em especial a percepção de professores da auto-estima de seus alunos, estão associados com desempenho acadêmico. Além disso, efeitos de interação das variáveis individuais e contextuais são apresentados. Implicações para a pesquisa e as intervenções são discutidos.

Even though social and emotional well-being has been proposed as a main goal of education, its association with academic achievement is usually overlooked, particularly considering that educational institutions are requested to show academic outcomes, and thus their focus is on cognitive development and academic training. This study adopts a multilevel perspective to test this association among Chilean elementary students, considering features at individual (socio-emotional well-being, self esteem, and social integration) and social levels (classroom social climate and social network characteristics). Results show that socio-emotional variables, and particularly teachers' ratings of their students' self esteem, are associated with academic achievement. Interaction effects of individual and contextual variables are presented, and implications for research and interventions are discussed.

The purpose of this article is to identify and describe some of the variables that are considered as essential in order to promote an effective alliance between family and school. These variables were considered in the development of an educational program that includes a video and a set of activities designed to be used with parents in the school context. The different contents of the program were elaborated in such a way so as to expand parents' perspective with respect to their rol in their children's education, as well as to question and enrich their integration to the school system. Within this context, the educational program is oriented to increase parental competences so as to establish a more effective alliance with the school system which in turn, will have a positive effect in social, emotional and cognitive development of the child.

El objetivo del presente artículo es identificar y describir algunas de las variables consideradas como fundamentales para promover una alianza efectiva entre la familia y la escuela. Estas variables se consideraron al desarrollar un material educativo consistente en un video y un manual de actividades, para ser usado con los padres y apoderados en el contexto escolar. El tratamiento de las temáticas estuvo orientado a ampliar la perspectiva de los padres en relación a su rol en la educación de sus hijos y a cuestionar y enriquecer su integración al sistema escolar. En este marco se plantea que el material puede aumentar las competencias parentales de manera de generar una alianza más efectiva con el sistema escolar en pro de un mejor desarrollo del niño en el ámbito social, emocional y cognitivo.