The state of evidence for social and emotional learning: A contemporary <scp>meta‐analysis</scp> of universal <scp>school‐based SEL</scp> interventions-Reference-Cited by-同舟云学术

The state of evidence for social and emotional learning: A contemporary meta‐analysis of universal school‐based SEL interventions

Published:2023-07-13 Issue:5 Volume:94 Page:1181-1204
ISSN:0009-3920
Container-title:Child Development
language:en
Short-container-title:Child Development

Author:

Cipriano Christina¹^ORCID,Strambler Michael J.²^ORCID,Naples Lauren H.¹^ORCID,Ha Cheyeon¹^ORCID,Kirk Megan¹^ORCID,Wood Miranda¹^ORCID,Sehgal Kaveri¹^ORCID,Zieher Almut K.¹^ORCID,Eveleigh Abigail¹^ORCID,McCarthy Michael³^ORCID,Funaro Melissa⁴^ORCID,Ponnock Annett¹^ORCID,Chow Jason C.⁵^ORCID,Durlak Joseph⁶

Affiliation:

1. The Child Study Center Yale School of Medicine New Haven Connecticut USA

2. The Consultation Center Yale School of Medicine New Haven Connecticut USA

3. School of Education and Human Development University of Rochester

4. Harvey Cushing/John Hay Whitney Medical Library Yale University New Haven Connecticut USA

5. The College of Education University of Maryland at College Park College Park Maryland USA

6. Loyola University Chicago Chicago Illinois USA

Abstract

AbstractThis article provides a systematic review and meta‐analysis of the current evidence for universal school‐based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. 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 USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.

Funder

Oak Foundation

Publisher

Wiley

Subject

Developmental and Educational Psychology,Education,Pediatrics, Perinatology and Child Health

Reference129 articles.

1. Using Indices of Fidelity to Intervention Core Components to Identify Program Active Ingredients

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