{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,12]],"date-time":"2026-10-12T16:28:43Z","timestamp":1791822523347,"version":"4.3.4"},"reference-count":108,"publisher":"Public Library of Science (PLoS)","issue":"3","license":[{"start":{"date-parts":[[2026,3,31]],"date-time":"2026-03-31T00:00:00Z","timestamp":1774915200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/100019647","name":"Kavlifondet","doi-asserted-by":"publisher","id":[{"id":"10.13039\/100019647","id-type":"DOI","asserted-by":"publisher"}]},{"DOI":"10.13039\/501100004410","name":"T\u00fcrkiye Bilimsel ve Teknolojik Ara\u015ft\u0131rma Kurumu","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100004410","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS One"],"abstract":"<jats:p>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\u2009=\u200912) and semi-structured teacher interviews (n\u2009=\u20099) 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\u2014coping, self-awareness, and social awareness\u2014were 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\u2019s 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.<\/jats:p>","DOI":"10.1371\/journal.pone.0346416","type":"journal-article","created":{"date-parts":[[2026,3,31]],"date-time":"2026-03-31T17:37:33Z","timestamp":1774978653000},"page":"e0346416","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":1,"title":["Using core components in process evaluation: Passport skills for life"],"prefix":"10.1371","volume":"21","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-9580-8226","authenticated-orcid":true,"given":"Melek","family":"Alemdar","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Pamela","family":"Qualter","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Michael","family":"Wigelsworth","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Annie","family":"O\u2019Brien","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-0532-7507","authenticated-orcid":true,"given":"Suzanne","family":"Hamilton","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Neil","family":"Humphrey","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"340","published-online":{"date-parts":[[2026,3,31]]},"reference":[{"key":"pone.0346416.ref001","unstructured":"Department for Education. 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