The Impact of Social-Emotional Learning Interventions on Teacher Well-Being: A Meta-Analysis

• In Event: The Bigger Picture Impact of Social-Emotional Learning in Schools

Abstract

This study adopts a meta-analytical approach with rigorous inclusion criteria to examine the impact of universal school-based SEL programs on teacher well-being and identify factors that may influence the effectiveness of SEL. The final sample consisted of 14 studies involving 2,634 teachers and indicated a significant positive effect on overall well-being (ES=0.24). While SEL programs significantly improved teachers’ positive well-being (ES=0.28), they did not alleviate negative well-being. Research design and mindfulness elements were significant moderators, while sample size, duration, country, and intervention type (i.e., SEL for teachers or SEL for both teachers and students) were not. Incorporating mindfulness practices into SEL programs significantly influenced the effectiveness of SEL in reducing teachers’ negative well-being but not in improving their positive well-being.

Authors

• Jieping Shi, Beijing Normal University

• Diya Dou, The Hong Kong Polytechnic University