The Effects of Social and Emotional Learning (SEL) for Specific Groups: A Differential Effects Meta-Analysis

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

Abstract

It is unclear if SEL programs are effective for specific groups of students including students of color, special education students, and students from low socio-economic status backgrounds. To address this question, we undertook a differential effects meta-analysis and synthesized the effects of studies included in Author and colleagues’ (2023) meta-analysis for which we were able to extract effects for the specific groups in question: racial/ethnic groups, socio-economic groups, and groups by special education status. We synthesized data from 14 studies, including 3,027 effect sizes. We found significant heterogeneity in the effects of SEL programs; all specific groups benefited, albeit to different degrees. Analyses reveal that contrary to our hypotheses, marginalized groups benefited from participation in SEL programs.

Authors

• Rebecca R. Steingut, American Institutes for Research

• Claire Chuter, Blue Swallow Farm Foundation

• Mark Lachowicz, American Institutes for Research

• Sarah Peko-Spicer, American Institutes for Research

• Hannah R. Garner, Duke University

• Karina Castaneda Esparza, American Institutes for Research

• Luz Robinson, University of North Carolina - Chapel Hill

• Shaurya Jamwal, American Institutes for Research

• Anahi Galvan, University of North Carolina - Chapel Hill

• Christina Cipriano, Yale University

• Joshua R. Polanin, American Institutes for Research