Effectiveness of School-Based Social Emotional Learning Programs on K–12 Students' Prosocial Behavior: A Meta-Analysis

• In Event: Fairmont Roundtable Session Eleven
  In Roundtable Session: Social and Emotional Learning Implementation Across Varied School Settings (Table 16)

Abstract

To date, no existing meta-analyses on the effectiveness of Social Emotional Learning (SEL) programs have examined prosocial behavior, defined as behavior intended to benefit others, as a key outcome variable. Yet this is a critical direction for research because a primary goal of SEL programs is to increase prosocial behavior, and because being prosocial has promotive and protective consequences for students, classrooms, teachers, and schools. This study addressed this need by investigating the effectiveness of SEL programs on K-12 students’ prosocial behavior. Across 83 studies and 245 independent effect sizes, participating in SEL programs had a small-to-moderate positive effect on K-12 students’ prosocial behavior. Findings synthesize a growing literature and provide meaningful directions for future basic and applied science.

Authors

• ChenYu Hung, University of Missouri
  Presenting Author

• Madison Memmott-Elison, University of Missouri
  Non-Presenting Author

• Nicole Brass, University of Missouri
  Non-Presenting Author

• Lindsay A. Brockmeier, University of Missouri
  Non-Presenting Author

• Christi Crosby Bergin, University of Missouri
  Non-Presenting Author