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A Review of Classwide or Universal Social, Emotional, Behavioral Programs for Students in Kindergarten
Review of Educational Research
Short Title: Review of Educational Research
Format: Journal Article
Publication Date: 2017/06/01/
Pages: 512 - 543
Sources ID: 90101
Notes: Accession Number: EJ1141810; Acquisition Information: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:; Language: English; Education Level: KindergartenPrimary EducationEarly Childhood Education; Reference Count: 62; Journal Code: APR2018; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Information Analyses; Publication Type: Report; Entry Date: 2017
Visibility: Public (group default)
Abstract: (Show)
The purpose of this article is to synthesize the existing research on classwide social, emotional, and behavioral programs for kindergarten students. The researchers identified 26 studies in peer-reviewed journals and dissertation databases to review. Each study was examined and coded in terms of study characteristics, strength of evidence, and quality of evidence. The interventions represented in the studies were grouped into four categories: social-emotional learning, behavioral, coping skills, and other. The studies of behavioral interventions demonstrated the strongest effects on increasing prosocial behavior and decreasing antisocial behavior. These studies also included the highest quality of research. The social-emotional learning intervention studies consistently demonstrated weaker effects and lower quality research. The remaining categories included too few studies to draw meaningful conclusions. Implications for practice and future research regarding classwide kindergarten social, emotional, and behavioral interventions are discussed.