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Promoting Holistic Student Development Through Universal School-Based Social-Emotional Learning in China: A
Zheyu Lin1, Chunhan Huang2, Jieping Shi1
1Faculty of Education, Beijing Normal University, Beijing 100875, China.
Behavioral Sciences (Basel, Switzerland)
|March 28, 2026
Summary
School-based social-emotional learning (SEL) programs show a significant positive impact on Chinese students
Area of Science:
- Educational Psychology
- Developmental Psychology
- Intervention Science
Background:
- Social-emotional learning (SEL) is vital for students' holistic development.
- Universal school-based SEL interventions are increasingly implemented globally.
- Limited research exists on SEL effectiveness in China's PreK-12 context.
Purpose of the Study:
- To conduct the first meta-analysis of universal school-based SEL interventions in mainland China.
- To evaluate the overall impact of SEL programs on students' development.
- To examine variations in outcomes across different domains and identify moderating factors.
Main Methods:
- Systematic meta-analysis of 52 studies involving 13,969 students from mainland China.
- Inclusion of universal school-based SEL interventions for PreK-12 students.
- Analysis of effect sizes across different outcome domains and moderator variables.
Main Results:
- A significant medium overall effect size (ES = 0.56) was found for school-based SEL interventions.
- Strongest effects were observed in social-emotional skills (ES = 0.63), followed by academic performance (ES = 0.34).
- Sample size, intervention dosage, implementer, and grade level significantly moderated effect sizes.
Conclusions:
- School-based SEL programs demonstrate significant efficacy in the Chinese educational context.
- Findings suggest SEL's promise but highlight limitations in real-world effectiveness and ecological validity.
- Future research should prioritize large-scale RCTs, implementation quality, and diverse student populations.
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