6 Tips to Support Self-Awareness Development in Teens
The Impact of Enhancing Students' Social and Emotional Learning
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 four 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. Policymakers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.
This article is supported by grants from the Einhorn Family Charitable Trust, 1440 Foundation, and NoVo Foundation awarded to Roger P. Weissberg. Celene E. Domitrovich is an author of the PATHS Curriculum and has a royalty agreement with Channing‐Bete, Inc., which is reviewed and managed by Penn State's Individual Conflict of Interest Committee.