Child Development· 2017Q1· Review
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects
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- Q1SCImago
- 2017year
Short summary
A meta-analysis of 82 school-based social and emotional learning (SEL) interventions shows that SEL significantly enhances positive youth development, with benefits persisting for up to 18 years post-intervention.
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Key points
- SEL interventions positively impact youth development for up to 18 years post-program.
- Benefits in social-emotional skills, attitudes, and well-being were observed in 97,406 students across 82 studies.
- SEL's positive effects were consistent regardless of student race, socioeconomic status, or school location.
- Improved social-emotional skills were the strongest predictor of long-term well-being.
AI-generated from the title and abstract; the full text is not read.
Abstract
Abstract This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories. The title for this Special Section is Positive Youth Development in Diverse and Global Contexts, edited by Emilie Phillips Smith, Anne C. Petersen, and Patrick Leman
The authors' abstract, as published at the source. Child Development, 2017 · DOI ↗
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