Abstract

This article presents findings from a meta‐analysis of 213 school‐based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11‐percentile‐point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence‐based SEL programming into standard educational practice.

Keywords

PsychologySocial emotional learningPsychological interventionMeta-analysisAcademic achievementEmotional developmentDevelopmental psychologyEmpirical evidenceBest practiceMedical educationMathematics educationApplied psychologySocial changeMedicine

Affiliated Institutions

Related Publications

Publication Info

Year
2011
Type
review
Volume
82
Issue
1
Pages
405-432
Citations
7830
Access
Closed

External Links

View on DOI.org

Social Impact

Altmetric
PlumX Metrics

Social media, news, blog, policy document mentions

Citation Metrics

7830
OpenAlex

Cite This

Joseph A. Durlak, Roger P. Weissberg, Allison B. Dymnicki et al. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐Analysis of School‐Based Universal Interventions. Child Development , 82 (1) , 405-432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Identifiers

DOI
10.1111/j.1467-8624.2010.01564.x