Social emotional learning for everyone, or special interventions for disruptors?

Grit, growth mindsets, social-emotional learning (SEL): these edu-fads are flourishing as never before. The claim, of course, is that non-academic factors ultimately influence academic performance. And who would argue with the idea that how much you persevere and how engaged you are affect how much you learn?

A recent systematic review of growth mindset interventions has not been encouraging:

We conclude that apparent effects of growth mindset interventions on academic achievement are likely attributable to inadequate study design, reporting flaws, and bias.

But even when we encounter “research” that “shows” that some SEL programs are increasing academic test scores, there's reason for skepticism. After all, SEL activities tend to divert students away from learning activities. 

Before we draw conclusions from efficacy results, we must rule out:

1. The Hawthorne effect

2. The possibility that the extra staffing and investment involved may, independently of any SEL-specific activities, have positive ripple effects on classroom academics

3. The possibility that SELs programs improve academic achievement only inasmuch as they improve classroom behavior.

This last factor strikes me as the most likely reason for the efficacy of those SELs programs that are in fact effective. Disruptive, distracting behavior imposes a tremendous drain on teaching/learning—for perpetrators and victims alike.

But then the question becomes: is having the entire school population participate in weekly/daily SEL programs really the most efficient way to improve the behavior of the specific students who disrupt learning? How about instead doing the following (which I realize is a fantasy wish list):

1. Split the classroom teaching/classroom management positions into two separate jobs.
2. Put teachers up front and classroom managers in back.
3. Give the latter the authority to remove disruptive students (temporarily or for the long term).
4. Offset the expense of extra adults in classrooms with substantially larger class sizes.
5. Spend the money that would have been spent on SEL instruction for the entire student body on special psychiatric and academic services for disruptive students.