The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions |
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| Authors: | Christina Cipriano Michael J. Strambler Lauren H. Naples Cheyeon Ha Megan Kirk Miranda Wood Kaveri Sehgal Almut K. Zieher Abigail Eveleigh Michael McCarthy Melissa Funaro Annett Ponnock Jason C. Chow Joseph Durlak |
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| 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 |
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| Abstract: | This 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. |
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