Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects

2017 ◽  
Vol 88 (4) ◽  
pp. 1156-1171 ◽  
Author(s):  
Rebecca D. Taylor ◽  
Eva Oberle ◽  
Joseph A. Durlak ◽  
Roger P. Weissberg
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Meta Analysis ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
School Based ◽  
Learning Interventions

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

2011 ◽  
Vol 82 (1) ◽  
pp. 405-432 ◽  
Author(s):  
Joseph A. Durlak ◽  
Roger P. Weissberg ◽  
Allison B. Dymnicki ◽  
Rebecca D. Taylor ◽  
Kriston B. Schellinger
Keyword(s):  
Meta Analysis ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
School Based ◽  
The Impact

An update on social and emotional learning outcome research

2018 ◽  
Vol 100 (4) ◽  
pp. 18-23 ◽  
Author(s):  
Joseph L. Mahoney ◽  
Joseph A. Durlak ◽  
Roger P. Weissberg
Keyword(s):  
Large Scale ◽  
Social And Emotional Learning ◽  
Outcome Data ◽  
Current Data ◽  
Emotional Learning ◽  
Social And Emotional ◽  
School Based ◽  
Meta Analyses ◽  
K 12

Joseph Mahoney, Joseph Durlak, and Roger Weissberg compare results from four large-scale meta-analyses of student outcomes related to participation in universal, school-based social and emotional learning (SEL) programs. Their examination includes 356 research reports with rigorous designs and outcome data at post or follow-up from hundreds of thousands of K-12 students within and outside the U.S. on a range of SEL programs. The reviews indicate that universal school-based SEL programs produce positive benefits for participating students on a range of important behavioral and academic outcomes that are evident immediately following the end of intervention and that persist during various follow-up periods. Therefore, current data indicate that SEL programs are both feasible and effective in a variety of educational contexts in many countries around the world.

scholarly journals Outcome Measurement of School-Based SEL Intervention Follow-Up Studies

2019 ◽  
Vol 46 (1) ◽  
pp. 76-81 ◽  
Author(s):  
Sarah K. Ura ◽  
Sara M. Castro-Olivo ◽  
Ana d’Abreu
Keyword(s):  
Outcome Measurement ◽  
Meta Analysis ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
School Based ◽  
Emotional Outcomes ◽  
Measuring Outcomes ◽  
Meta Analyses

Recent meta-analyses confirm that social–emotional learning (SEL) interventions are effective in increasing academic, social, and emotional outcomes via direct skills instruction. With skill development serving as a primary mechanism of change in SEL interventions, we argue for the accurate measurement of skills as an important component of SEL research. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model, we evaluate 111 studies included in a recent meta-analysis to determine the match between constructs targeted in interventions and SEL skill competency, as well as the measurement of skills and instruments used to evaluate programs. Findings indicate a general trend in the measurement of broad outcomes, rather than skills taught in programs, and limited measurement across CASEL five-competency model. Utility of measuring outcomes specific to competencies taught in intervention across SEL domains are discussed.

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