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Child Dev. 2017 Jul;88(4):1156-1171. doi: 10.1111/cdev.12864.

Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects.

Author information

1
Collaborative for Academic, Social, and Emotional Learning (CASEL).
2
The University of British Columbia.
3
Loyola University Chicago.
4
The University of Illinois at Chicago.

Abstract

This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage  = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) 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.

PMID:
28685826
DOI:
10.1111/cdev.12864
[Indexed for MEDLINE]

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