What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research.

Abstract

This article reviews 12 meta-analyses of universal, school-based social and emotional learning (SEL) programs for children from early childhood education through high school. The aims were to assess the breath and consistency of outcomes across meta-analyses and the potential influence of different moderators (i.e., individual, programmatic, ecological, and methodological) on program impacts. Collectively, the meta-analyses were rated to be high quality and included 523 unique reports conducted in many countries and involving an estimated 1 million students. Mean effects were consistently statistically significant across reviews on a range of outcomes including increased SEL skills, attitudes, prosocial behaviors, and academic achievement, and decreased conduct problems and emotional distress (post ds ranged from 0.09 to 0.70 and follow-up ds ranged from 0.07 to 0.33 depending on the outcome and the specific review). However, there was little consistency regarding the moderators examined, or findings when the same moderators were assessed across reviews. Moreover, there is little information on possible interactions between moderators. Research has yet to clarify which individual, contextual, methodological, and programmatic variables promote or hinder the development of different SEL skills for diverse school-aged children and youth. Recommendations to guide future research in identifying the conditions and mechanisms by which SEL programs are most effective are provided.