The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students Findings from Three Scientific Reviews. Technical Report
Format:
Report
Publication Date:
Nov 30, 2007
Sources ID:
89301
Notes:
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Note(s): Availability: Collaborative for Academic, Social, and Emotional Learning. 815 West Van Buren Street Suite 210, Chicago, IL 60607. Tel: 312-784-3880; Fax: 312-784-3885; e-mail: info@casel.org; Web site: http://www.casel.org./ Abstractor: As Provided./ Educational level discussed: Elementary Education./ Educational level discussed: Elementary Secondary Education.
General Info: Preferred citation: Collaborative for Academic, Social, and Emotional Learning.
Responsibility: John Payton, Roger P. Weissberg and Joseph A. Durlak.
Material Type: Document (dct); Internet resource (url)
Date of Entry: 20081201
Update: 20190109
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
This report summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students--that is, programs that seek to promote various social and emotional skills. Collectively the three reviews included 317 studies and involved 324,303 children. SEL programs yielded multiple benefits in each review and were effective in both school and after-school settings and for students with and without behavioral and emotional problems. They were also effective across the K-8 grade range and for racially and ethnically diverse students from urban, rural, and suburban settings. SEL programs improved students' social-emotional skills, attitudes about self and others, connection to school, positive social behavior, and academic performance; they also reduced students' conduct problems and emotional distress. Comparing results from these reviews to findings obtained in reviews of interventions by other research teams suggests that SEL programs are among the most successful youth-development programs offered to school-age youth. Furthermore, school staff (e.g., teachers, student support staff) carried out SEL programs effectively, indicating that they can be incorporated into routine educational practice. In addition, SEL programming improved students' academic performance by 11 to 17 percentile points across the three reviews, indicating that they offer students a practical educational benefit. Given these positive findings, we recommend that federal, state, and local policies and practices encourage the broad implementation of well-designed, evidence-based SEL programs during and after school. (Three appendixes are included: (1) Bibliography of Reviewed Universal Studies; (2) Bibliography of Reviewed Indicated Studies; (3) Bibliography of Reviewed After-School Studies. (Contains 12 tables.) [This report is supported by grants awarded to Roger P. Weissberg and Joseph A. Durlak by the Lucile Packard Foundation for Children's Health and the University of Illinois at Chicago.].