Effective Universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research

Publication date: Available online 18 December 2017Source: Educational Research ReviewAuthor(s): Roisin P. Corcoran, Alan Cheung, Elizabeth Kim, Chen XieAbstractThis review explores the research regarding the effects of pre-K-12 school-based social and emotional learning (SEL) interventions on reading (N = 57,755), mathematics (N = 61,360), and science (N = 16,380) achievement. This review focuses on research that met the criteria for high methodological standards. Further, methodological and substantive characteristics of these studies are examined to investigate the association between SEL and study characteristics. There were 40 studies that qualified that were included in the final analysis based on pre-K-12 participants. The results of this review found that SEL had a positive effect on reading (ES = +0.25), mathematics (ES = +0.26), and (though small) science (ES = +0.19) compared to traditional methods, consistent with previous reviews. However, SEL programs from more rigorous randomized studies with large sample sizes that have dominated the classroom over the last few decades might not have as meaningful effects for pre-K-12 students as once thought. More randomized studies are needed to confirm these conclusions.
Source: Educational Research Review - Category: Child Development Source Type: research