ERIC Number: EJ1147161
Record Type: Journal
Publication Date: 2017-Jul
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0009-3920
EISSN: N/A
Promoting Positive Youth Development through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects
Taylor, Rebecca D.; Oberle, Eva; Durlak, Joseph A.; Weissberg, Roger P.
Child Development, v88 n4 p1156-1171 Jul-Aug 2017
This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M[subscript age] = 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.
Descriptors: Meta Analysis, Social Development, Emotional Development, Intervention, Kindergarten, Elementary Secondary Education, Program Effectiveness, Youth Programs, Skill Development, Well Being, Racial Differences, Socioeconomic Status, Geographic Location, Predictor Variables, Child Development, Graduation, Sexuality, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A