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The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

by Taylor, Rebecca D. , Durlak, Joseph A. , Schellinger, Kriston B. , Weissberg, Roger P. , Dymnicki, Allison B.

in Academic Achievement / Academic learning / Achievement / Achievement Gains / Adolescent / Adolescents / Affective Symptoms - prevention & control / Affective Symptoms - psychology / Attitude / Attitudes / Child / Child Development / Childrens health / Conduct Disorder - prevention & control / Conduct Disorder - psychology / Control Groups / Curriculum / Educational Practices / Emotional Development / Emotional Intelligence / Emotions / Evidence based / Evidence-Based Practice / High schools / Humans / Intervention / Kindergarten / Kindergarten students / Learning / Learning outcomes / Meta Analysis / Models, Educational / Outcomes of education / Policy makers / Policy making / Primary prevention / Program Evaluation / School based / School based intervention / School violence / Schools / SCHOOLS AND YOUTH-SERVICE AGENCIES AS IMPORTANT DEVELOPMENTAL SETTINGS / Secondary school students / Secondary schools / Skills / Social Behavior / Social Development / Social factors / Social skills / Socialization / Students / Systematic review / Teachers / Teaching / Training

2011

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The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

by Taylor, Rebecca D. , Durlak, Joseph A. , Schellinger, Kriston B. , Weissberg, Roger P. , Dymnicki, Allison B.

2011

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The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

by Taylor, Rebecca D. , Durlak, Joseph A. , Schellinger, Kriston B. , Weissberg, Roger P. , Dymnicki, Allison B.

2011

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Journal Article

The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

Taylor, Rebecca D.,

Durlak, Joseph A.,

Schellinger, Kriston B.,

Weissberg, Roger P.,

Dymnicki, Allison B.

2011

Overview

This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.

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Publisher

Blackwell Publishing Ltd,Wiley-Blackwell

Subject

/ Affective Symptoms - prevention & control