Joseph Mahoney, Joseph Durlak, and Roger Weissberg compare results from four large-scale meta-analyses of student outcomes related to participation in universal, school-based social and emotional l...

An update on social and emotional learning outcome research

Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and academic competencies. These conditions require aligned policies, resources, and actions at state and district levels that encourage local schools and communities to build the personal and professional capacities of adults to: implement and continuously improve evidence-based programs and practices; create an inclusive culture that fosters caring relationships and youth voice, agency, and character; and support coordinated school-family-community partnerships to enhance student development. Promoting social and emotional competencies-including the abilities to understand and manage emotions, achieve positive goals, show caring and concern for others, establish and maintain positive relationships, and make responsible decisions-are important for success at school and in life. In this article, we summarize key concepts and evidence for systemic SEL. Next, we explain interrelated Theories of Action and resources developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) to implement and continuously improve systemic SEL in schools, districts, and states. We discuss research on nested, interacting settings and processes involved in systemic SEL at proximal (classrooms, schools, families, and communities) and distal (districts, states, national, and international) ecological levels. We conclude with recommendations for future SEL research, practice, and policy. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Systemic social and emotional learning: Promoting educational success for all preschool to high school students.

An empirical basis for linking social and emotional learning to academic performance

A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum

An Update on Social and Emotional Learning Outcome Research: An Examination of Four Meta-Analyses of SEL Programs Found Multiple Positive Outcomes in the Short and Long Term for Participating Students

This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes...

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The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis

A. Scott

Papers

The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis