Initiative Description: Systematic review including SEL school-based interventions that were published before 2007, focused on development of SEL skill, targeted students 5 to 18 years old, included control or comparison group, and reported sufficient information.
Study Results: Current findings document that SEL programs yield significant positive effects on targeted social-emotional competencies and attitudes about self, others, and school; and enhanced students’ behavioral adjustment in the form of increased prosocial behaviors and reduced internalizing problems and improved academic performance on achievement tests and grades
Reference: Rowe, H. L., & Trickett, E. J. (2017). Student diversity representation and reporting in universal school-based social and emotional learning programs: Implications for generalizability. Educational Psychology Review. doi:10.1007/s10648 017-9425-3
Level of Evidence: Good