Social-emotional competence

This research review found that SEL is important for healthy development, facilitates in the behavior change process, and predicts important adult life outcomes. SEL can be improved with feasible, cost-effective interventions. Researchers developed an intervention model that enhances SEL, starting in preschool. Curriculum should include interpersonal and interpersonal competence, risk reduction, resistance skills, and ways to improve school climate. 

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/cdev.12739?casa_token=7LbNAkzYw7wAAAAA:ougjl7guWCWKf6MsDWiCJYkmmHHB5cGzhCvZ3_UNVTyxKudoxRJDO7yboRub3XDbgBTlq6c3vYY2bQ8

Evidence-Based Social and Emotional Learning

The Every Student Succeeds Act (ESSA) emphasizes evidence-based interventions while providing new flexibilities to states and districts with regard to the use of federal funds, including funds that could be used to support social and emotional learning (SEL). This report provides guidance for educational leaders on how to assess local needs relative to SEL and how to identify appropriate evidence-based interventions to address those local needs. This report is a companion to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review, which assessed evidence on SEL interventions against ESSA evidence tiers.

Wrabel, S. L., Hamilton, L. S., Whitaker, A. A., & Grant, S. (2018). Investing in evidence-based social and emotional learning: Companion guide to social and emotional learning interventions under the Every Student Succeeds Act: Evidence review. Santa Monica, CA: RAND Corporation. http://broadcaster.rand.org/t?r=2&c=10949&l=12787&ctl=1EBF2:182B7C285E6E08355B6DEA2EBD5F0D99&

Social and Emotional Learning Interventions in School

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