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Evidence-Based Social and Emotional Learning
REQUIRES EVIDENCE.
Improving Student Outcomes is the social and emotional learning (SEL) evidence hub of the Education Collaboratory. This site synthesizes rigorous SEL program evaluation evidence into clear, actionable data for education leaders, practitioners, and policymakers.
We provide trusted evidence to support informed decisions about SEL programming, implementation, and policy, to strengthen education systems and support student well-being, academic outcomes, and educator capacity at scale. The first Living Systematic Review[1] of its kind, we systematically synthesize and update the evidence on SEL program implementation and effectiveness across developmental stage, geographic region, and school context.
This site exists to ensure that leaders have access to credible science as they make decisions that shape the future of education.
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WHAT YOU'LL FIND
Accessible research and policy-relevant resources that connect science and practice.
SEL EVIDENCE TIMELINE
2011-PRESENT
The timeline below presents key studies demonstrating the pivotal role of SEL programs in shaping student outcomes, beginning with the seminal meta-analysis published in 2011 by Joseph Durlak and colleagues.
2011
Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment?
Meta-analysis of 75 universal, school-based social, emotional, and/or behavioral (SEB) programs published from 1995 to 2008. Students participating in SEB programs had improved social skills, antisocial behavior, substance abuse, positive self-image, academic achievement, mental health, and prosocial behavior.
2016
Social and emotional learning interventions under the Every Student Succeeds Act
Systematic review of SEL interventions implemented in U.S. K–12 schools under the Every Student Succeeds Act (ESSA). The review examined programs meeting ESSA Tier I–III evidence standards (strong to promising) published between January 1, 2002, and September 22, 2016. The authors identified multiple SEL interventions that satisfy ESSA evidence requirements, with most evaluated in urban elementary school settings. Across studies, evidence-based SEL programs most consistently improved students’ interpersonal competencies.
Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects
Meta-analysis of follow-up effects of school-based, universal SEL interventions from the studies included in Durlak et al., 2011 with follow-up outcomes collected 6 months to 18 years post-intervention. The review included 82 interventions with 97,406 K-12 students and found positive impacts on social and emotional assets and positive and negative indicators of wellbeing (e.g., increased likelihood of graduation, safe sexual behaviors) for students who participated in SEL interventions.
Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children
Review of multiple meta-analyses of universal school-based interventions that promote students’ social and emotional competence in preK-12 schools. The authors advocate for framing universal SEL interventions as part of a broader public health strategy and for research identifying the “active ingredients” of interventions to better tailor interventions to meet the needs of diverse communities and contexts.
2019
Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis
Meta-analysis of 61 studies with 73,824 K-12 students published between 2000 and 2016 to understand the relationship between classroom climate and children’s outcomes. Authors found that overall classroom climate had positive associations with social competence, motivation, engagement, and academic achievement and negative associations with social-emotional distress and externalizing behaviors.
2022
Evidence for Social and Emotional Learning in Schools
Synthesis of 12 meta-analyses school-based SEL interventions from preschool through high school and of meta-analyses examining longer-term outcomes. The author concludes that there are clear and consistent effects of SEL interventions on children’s outcomes across demographic groups.
The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions
Systematic review and meta-analysis of universal school-based SEL interventions for K-12 students published between 2008 and 2020. The review included 424 studies from 53 countries with more than 500,000 students. Results indicate that students who participate in SEL interventions have significantly improved social and emotional skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement.
Present
The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions
Meta-analysis of 213 universal, school-based SEL programs through 2007 with ~270,000 K-12 students. Participating in an SEL program positively impacted social and emotional skills; attitudes towards self, others, and school; positive social behavior, academic achievement; and reduced conduct problems and emotional distress.
2012
The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: A meta-analysis
Meta-analysis of 89 studies reporting the effects of school-based, universal SEL programs by stage of evaluation (efficacy or effectiveness), involvement from program developers in the evaluation, and implementation in the country of origin versus another country. This study operationalized SEL using the Denham (2006) framework. Findings suggest a nuanced relationship between these factors and the studied outcomes (e.g., social-emotional competence, attitudes towards self).
2017
From a Nation at Risk to a Nation at Hope
A report created by a Council of Distinguished Scientists summarizing decades of research demonstrating the positive impact of SEL interventions on a range of child outcomes over several decades. Authors advocate for a whole child approach to education in which relationships, safe learning environments, and skill development are central to learning. The report offers a roadmap for action and positions social, emotional, and academic development as the foundation of educational equity and long-term thriving.
The core components of evidence-based social emotional learning programs
This paper identifies the core components most often included in evidence-based SEL interventions (identified using the CASEL Guide for Elementary School grades). Across programs, the most frequently identified core components were social skills, identifying feelings, and behavioral coping skills.
2020
What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research.
This review of 12 meta-analyses of universal, school-based SEL programs with approximately one million K-12 students published between January 1, 2011 and December 31, 2020. Findings demonstrate consistent, positive effects of SEL interventions on personal and social skills, attitudes, positive social behavior, and academic performance and decreased conduct problems and emotional distress.
2023
Living Systematic Review
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