Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
Meta-Analysis
. 2023 Sep-Oct;94(5):1181-1204.
doi: 10.1111/cdev.13968. Epub 2023 Jul 13.

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

Christina Cipriano  1 , Michael J Strambler  2 , Lauren H Naples  1 , Cheyeon Ha  1 , Megan Kirk  1 , Miranda Wood  1 , Kaveri Sehgal  1 , Almut K Zieher  1 , Abigail Eveleigh  1 , Michael McCarthy  3 , Melissa Funaro  4 , Annett Ponnock  1 , Jason C Chow  5 , Joseph Durlak  6
Affiliations
Meta-Analysis

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

Christina Cipriano et al. Child Dev. 2023 Sep-Oct.

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.

PubMed Disclaimer

References

REFERENCES

    1. Abry, T., Hullerman, C. S., & Rimm-Kaufman, S. E. (2015). Using indices of fidelity to intervention core components to identify program active ingredients. American Journal of Evaluation, 36(3), 320-338. https://doi.org/10.1177/1098214014557009
    1. Abry, T., Rimm-Kaufman, S. E., & Curby, T. W. (2017). Are all program elements created equal? Relations between specific social and emotional learning components and teacher-student classroom interaction quality. Prevention Science, 18(2), 193-203.
    1. Baird, M. D., & Pane, J. F. (2019). Translating standardized effects of education programs into more interpretable metrics. Educational Researcher, 48(4), 217-228. https://doi.org/10.3102/0013189X19848729
    1. Berg, J., Osher, D., Moroney, D., & Yoder, N. (2017). The intersection of school climate and social and emotional development. American Institutes for Research https://www.air.org/sites/default/files/downloads/report/Intersection-Sc...
    1. Berg, J., Osher, D., Same, M. R., Nolan, E., Benson, D., & Jacobs, N. (2017). Identifying, defining, and measuring social and emotional competencies. American Institutes for Research.

Publication types

LinkOut - more resources