Outcome Measurement of School-Based Social-Emotional Learning Interventions: Current Trends and Future Directions

• In Event: 18.059 - MTCC Roundtable Session Three
  In Roundtable Session: 18.059-13 - Effects of Social and Emotional Learning (SEL) Interventions, School Violence, and School Changes on SEL Competencies

Abstract

School-based social-emotional learning (SEL) interventions have been found to promote positive short- and long-term outcomes for children and adolescents; however, limitations on how outcomes are measured have been noted. To better understand the current trends of SEL measurement and intervention, the authors reviewed 111 studies previously identified as validated SEL interventions. Authors evaluated the prominence of SEL skills in outcome evaluation and the match between measures used and targeted outcomes. Findings suggest that most SEL interventions, while teaching SEL skills in practice, do not directly measure change in those skills as a result of intervention, and instead measure SEL more broadly. Implications of indirect outcome assessment and the future direction of assessing SEL intervention outcomes are discussed.

Authors

• Sarah Kathleen Ura, Texas A&M University - College Station

• Sara Castro-Olivo, Texas A&M University - College Station

• Ana C. d'Abreu, Texas A&M University - College Station