Affiliation:
1. Department of Counseling and Higher Education University of North Texas Denton Texas USA
2. Department of Health Promotion Sciences University of Oklahoma Health Sciences Center Oklahoma City Oklahoma USA
3. Department of Educational Psychology and Counseling University of Tennessee Knoxville Tennessee USA
Abstract
AbstractThe purpose of this meta‐analysis was to examine the effectiveness of school counselor‐led social and emotional learning (SEL) interventions, including an exploration of the moderators that could influence variations in these effect sizes. Drawing from 28 published articles over the last 20 years in school counseling‐affiliated academic journals, results indicated that school counseling SEL interventions result in a small to moderate significant mean effect size (Hedges's g = 0.308). While the moderator analyses did not yield statistically significant results, the different magnitudes of the effect sizes across the subgroups based on these moderators have implications for school counseling practice, research, and policymaking.