A Meta-Analysis of the Collaborative for Academic, Social, and Emotional Learning–Endorsed Preschool Social and Emotional Learning Programs

• In Event: Crown Plaza Roundtable Session 13
  In Roundtable Session: Social and Emotional Learning in Early Childhood

Abstract

This meta-analysis summarized the effects of high-quality social and emotional learning (SEL) interventions on 8,804 preschoolers’ SEL development. Included studies featured SEL programs endorsed by the Collaborative for Social and Emotional Learning (CASEL), employed randomized assignment or quasi-experimental pre/post matched design, and were conducted in the United States. A random effects model showed an overall effect size of .30 in favor of SEL intervention recipients over controls. Effect sizes varied among SEL competencies from .03 (self-management) to .48 (relationship skills), and among SEL programs (.11 to .90). Effect sizes were moderated by intervention program and study design. Results demonstrate that preschoolers can benefit from SEL interventions, and suggest that constituents of effective SEL programs differ between preschool and K-12 settings.

Authors

• Dana Murano, City University of New York - The Graduate Center

• Jeremy E Sawyer, Temple University