Joseph A. Durlak

TL;DR: Findings from a meta-analysis of 213 school-based, universal social and emotional learning programs involving 270,034 kindergarten through high school students suggest that 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.

TL;DR: The collection of implementation data is an essential feature of program evaluations, and more information is needed on which and how various factors influence implementation in different community settings.

TL;DR: The objective of this article is to offer guidelines regarding the selection, calculation, and interpretation of effect sizes (ESs) and to assist producers and consumers of research in understanding the role, importance, and meaning of ESs in research reports.

TL;DR: This meta-analysis reviewed 82 school-based, universal social and emotional learning interventions involving 97,406 kindergarten to high school students and found social-emotional skill development was the strongest predictor of well-being at follow-up.

TL;DR: Meta-analysis was used to review 177 primary prevention programs designed to prevent behavioral and social problems in children and adolescents and found most categories of programs had the dual benefit of significantly reducing problems and significantly increasing competencies.