Effective Components of Social Emotional Learning Programs: A Meta-Analysis

• In Event: Meta-Analysis of Engagement Research in Education

Abstract

The purpose of the current review is to identify the core components of social emotional learning (SEL) programs and examine their effects on these programs. The final sample consisted of 12 high-quality SEL programs, 59 studies and 83,233 participants, showing an overall effect size of 0.15. These SEL programs could significantly improve students’ social emotional skills (ES=0.17), reinforce mental health (ES=0.09), promote academic performances (ES=0.13), and increase prosocial behaviors and reduce antisocial behaviors (ES=0.14). After controlling for methodological characteristics and implementation features, cognitive elements (ES= -0.07) and teacher social emotional skills (ES=0.10) were supported to be effective predictors of SEL program outcomes, whereas activities, climate and family engagement were not. Intervention dosage could also moderate the program outcomes predominantly.

Authors

• Jieping Shi, Beijing Normal University
  Presenting Author

• Alan C. K. Cheung, The Chinese University of Hong Kong
  Non-Presenting Author