A Systematic Review of Gender Representation in Elementary School Social and Emotional Learning Interventions

• In Event: Social Emotional Learning Across Various Contexts Within Schools and Beyond

Abstract

Universal school-based (USB) social and emotional learning (SEL) interventions can benefit marginalized learners. This study furthers a recent systematic review of race and disability representation in USB SEL (Cipriano et al., 2022) by examining the inclusion of gender in those 269 studies. Nearly a fifth of studies failed to report students’ gender, and over half neglected to analyze gender, obscuring possible gender differences in intervention efficacy. Moreover, all studies reported gender using binary terms, ignoring the experiences of gender minorities, a group that may particularly benefit from SEL interventions. We report there is insufficient research examining gender in USB SEL programs, despite evidence that gender impacts program efficacy. Implications for inclusive SEL research practices and future research questions are discussed.

Authors

• Eliya Ahmad, Yale University
  Presenting Author

• Kaveri Sehgal, Northeastern University
  Non-Presenting Author

• Miranda Wood, Yale University
  Non-Presenting Author

• Lauren Hunter Naples, Yale University
  Non-Presenting Author

• Christina Cipriano, Yale University
  Non-Presenting Author