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The State of Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions
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Description: This systematic review and meta-analysis provides an assessment of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade. First, we describe how significant developments in the operational definition of USB SEL and implementation science necessitate an updated review. Next, we will execute a fully replicable meta-analysis of USB SEL interventions, in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards, using the most rigorous methodological practices available in educational and psychological science. Lastly, we will discuss the strengths and limitations of the current evidence and their implications for future SEL research, policy, and practice.
Ten years ago, Child Development published the pivotal meta-analysis by Durlak and colleagues (2011) examining the state of the evidence for universal school-based (USB) social and emotional learning (SEL) interventions that was available through December 31, 2007. Durlak et al.’s positive findings have been followed by substantial changes in educational practice and policy; and the paper remains …
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Contemporary SEL Meta-analysis for USB interventions K-12: Secondary Data Analyses and Registrations Project Page
This page hosts public pre-registrations on the K-12 SEL Meta-Analysis Data Set (Cipriano et al., 2022). For more information in accessing and registe...
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