Evidence

The State of Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions

This paper provides an update of the evidence available for universal school-based (USB) social and emotional learning (SEL) interventions SB SEL programs from January 1, 2008 through December 31, 2020. We present a systematic review and meta-analysis of the current evidence for USB SEL interventions for students in kindergarten through 12th grade. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future SEL research, policy, and practice are discussed.

Some key findings are listed below and you can learn more on Open Science Framework (OSF).

• There is robust evidence for the impact of USB SEL interventions on the social, emotional, and academic outcomes of student K-12 worldwide.
• Students who participated in USB SEL interventions demonstrated significant improvements in school climate and safety, civic attitudes, and behaviors, SEL skills, peer relationships, attitudes and beliefs, prosocial behaviors, school functioning, and academic achievement. Students also demonstrated significant reductions in emotional distress and externalizing behaviors after participating in a USB SEL intervention.
• The positive effects of USB SEL interventions last. Students who participated in USB SEL Interventions had improved SEL skills, attitudes/beliefs, peer relationships, reductions in emotional distress and externalizing behaviors 6 months or more after the intervention ended.
• Program features matter for the effectiveness of SEL interventions. Programs delivered by teachers, those that meet all SAFE criteria, and those that teach intrapersonal skills first have the strongest effects for students.
• Quality matters when implementing an USB SEL intervention.
• Country and Cultural adaptation matters when implementing an USB SEL intervention.
• There was evidence of publication bias in our results.

View the pre-print of the study.