Durlak et al.
ABSTRACT
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 4 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. Policy makers, educators,
and the public can contribute to healthy development of children by supporting the
incorporation of evidence-based SEL programming into standard educational practice
Social Emotional Learning (SEL) = the process of acquiring core competencies to recognize
and manage emotions, set and achieve positive goals, appreciate the perspectives of others,
establish and maintain positive relationships, make responsible decisions, and handle
interpersonal situations constructively.
The proximal goals of SEL programs are to foster the development of five interrelated
sets of cognitive, affective, and behavioral competencies: self-awareness, self-
management, social awareness, relationship skills, and responsible decision making.
These competencies, in turn, should provide a foundation for better adjustment and
academic performance as reflected in more positive social behaviors, fewer conduct
problems, less emotional distress, and improved test scores and grades.
In sum, this article describes the results of a meta-analysis of school-based universal SEL
programs for school children. We hypothesized that (a) SEL programs would yield significant
mean effects across skill, attitudinal, behavioral, and academic domains; (b) teachers would
be effective in administering these programs; and (c) multicomponent programs would be
more effective than single-component programs. We also expected that program outcomes
would be moderated by (d) the use of recommended training practices (SAFE practices) and
(e) reported implementation problems.
SAFE was used to develop students'skills: (a) Does the program use a connected and
coordinated set of activities to achieve their objectives relative to skill development?
(Sequenced); (b) Does the program use active forms of learning to help youth learn new
skills? (Active); (c) Does the program have at least one component devoted to developing
personal or social skills? (Focused); and (d) Does the program target specific SEL skills
rather than targeting skills or oositive development in general terms? (Explicit).
The dependent variables used in this meta-analysis were six different student outcomes: (a)
social and emotional skills, (b) attitudes toward self and others, (c) positive social behaviors,
(d) conduct problems, (e) emotional distress, and (f) academic performance.
Discussion
Current findings document that SEL programs yielded significant positive effects on
targeted social-emotional competencies and attitudes about self, others, and school.
They also enhanced students' behavioral adjustment in the form of increased
prosocial behaviors and reduced conduct and internalizing problems, and improved
academic performance on achievement tests and grades. While gains in these areas
were reduced in magnitude during follow-up assessments and only a small
percentage of studies collected follow-up information, effects nevertheless remained
statistically significant for a minimum of 6 months after the intervention.
Another important finding of the current meta analysis is that classroom teachers and
other school staff effectively conducted SEL programs.
ABSTRACT
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 4 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. Policy makers, educators,
and the public can contribute to healthy development of children by supporting the
incorporation of evidence-based SEL programming into standard educational practice
Social Emotional Learning (SEL) = the process of acquiring core competencies to recognize
and manage emotions, set and achieve positive goals, appreciate the perspectives of others,
establish and maintain positive relationships, make responsible decisions, and handle
interpersonal situations constructively.
The proximal goals of SEL programs are to foster the development of five interrelated
sets of cognitive, affective, and behavioral competencies: self-awareness, self-
management, social awareness, relationship skills, and responsible decision making.
These competencies, in turn, should provide a foundation for better adjustment and
academic performance as reflected in more positive social behaviors, fewer conduct
problems, less emotional distress, and improved test scores and grades.
In sum, this article describes the results of a meta-analysis of school-based universal SEL
programs for school children. We hypothesized that (a) SEL programs would yield significant
mean effects across skill, attitudinal, behavioral, and academic domains; (b) teachers would
be effective in administering these programs; and (c) multicomponent programs would be
more effective than single-component programs. We also expected that program outcomes
would be moderated by (d) the use of recommended training practices (SAFE practices) and
(e) reported implementation problems.
SAFE was used to develop students'skills: (a) Does the program use a connected and
coordinated set of activities to achieve their objectives relative to skill development?
(Sequenced); (b) Does the program use active forms of learning to help youth learn new
skills? (Active); (c) Does the program have at least one component devoted to developing
personal or social skills? (Focused); and (d) Does the program target specific SEL skills
rather than targeting skills or oositive development in general terms? (Explicit).
The dependent variables used in this meta-analysis were six different student outcomes: (a)
social and emotional skills, (b) attitudes toward self and others, (c) positive social behaviors,
(d) conduct problems, (e) emotional distress, and (f) academic performance.
Discussion
Current findings document that SEL programs yielded significant positive effects on
targeted social-emotional competencies and attitudes about self, others, and school.
They also enhanced students' behavioral adjustment in the form of increased
prosocial behaviors and reduced conduct and internalizing problems, and improved
academic performance on achievement tests and grades. While gains in these areas
were reduced in magnitude during follow-up assessments and only a small
percentage of studies collected follow-up information, effects nevertheless remained
statistically significant for a minimum of 6 months after the intervention.
Another important finding of the current meta analysis is that classroom teachers and
other school staff effectively conducted SEL programs.
