This meta-analysis reviewed school-based, universal social
and emotional learning (SEL) interventions involving kindergarten to high
school students, and findings demonstrate SEL’s enhancement of positive youth
development. Participants fared significantly better than controls in
social-emotional skills, attitudes, and indicators of well-being. Benefits were
similar regardless of students’ race, socioeconomic background, or school
location. Postintervention social-emotional skill development was the strongest
predictor of well-being at follow-up. Infrequently assessed but notable
outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL’s
improvement of critical aspects of students’ developmental trajectories.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P.
(2017). Promoting positive youth development through school-based social and
emotional learning interventions: A meta-analysis of follow-up effects. Child
Development, 88(4), 1156-1171. http://blogs.edweek.org/edweek/rulesforengagement/Taylor%20et%20al%20-%20FINAL%20document%206%2017%202017.pdf
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