Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. (November 2018)

• Record Type: Journal Article
• Authors: Corcoran, Roisin P.; Cheung, Alan C.K.; Kim, Elizabeth; Xie, Chen
• Is Part Of: Educational research review. Volume 25(2018)
• Page Start: 56
• Page End: 72
• Publication Date: 2018-11
• Subjects: Academic achievement -- Meta-analysis -- Social and emotional learning programs -- Systematic review; Education -- Research -- Periodicals; 370.7205
• DOI: 10.1016/j.edurev.2017.12.001
• Languages: English
• ISSNs: 1747-938X

Abstract

Abstract: This review explored 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. The review focused on research that met the criteria for high methodological standards. Further, methodological and substantive characteristics of these studies were 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. Highlights: Social and emotional learning (SEL) programs effects on achievement is explored. 40 qualified studies in the final meta-analysis. SEL produced positive effect on reading, mathematics and science. SEL programs from randomized studies may not be producing meaningful effects.