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Effective Components of Social Emotional Learning Programs: A Meta-analysis
Jieping Shi1, Alan C K Cheung2
1Faculty of Education, Beijing Normal University, Beijing, China. shijieping@bnu.edu.cn.
Journal of Youth and Adolescence
|January 27, 2024
Summary
This meta-analysis found that school-based social emotional learning (SEL) programs significantly improve youth outcomes. Key effective components include teacher training and simplified curricula, with dosage and scale influencing results.
Area of Science:
- Education
- Psychology
- Public Health
Background:
- Existing reviews on universal school-based social emotional learning (SEL) programs lack meta-analytic rigor.
- A comprehensive meta-analysis is needed to identify key SEL components and factors influencing program effectiveness.
Approach:
- A meta-analysis synthesized data from 59 studies involving 83,233 participants across 12 high-quality SEL programs.
- Meta-regression explored the moderating effects of methodological, implementation, and program characteristics on SEL effectiveness.
Key Points:
- SEL programs demonstrated an overall effect size of 0.15, significantly improving youth social-emotional skills, attitudes, academic performance, and prosocial behaviors, while reducing antisocial behaviors.
- Effective program components included training teachers' social emotional skills and reducing cognitive elements in curricula.
- Larger-scale studies and lower program dosages were associated with smaller effect sizes, highlighting the importance of adequate dosage for efficacy.
Conclusions:
- Findings provide evidence-based recommendations for scaling SEL programs effectively.
- Teacher training and curriculum design are critical for maximizing the impact of SEL interventions.
- Future research and policy should consider program dosage and study scale when evaluating SEL effectiveness.
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