A systematic review of delivery modes in school‐based adolescent social–emotional learning programs—Current perspectives and future directions

Abstract

Listen

Translate article

AbstractSocial–Emotional Learning (SEL) is a vital component of education, yet there is limited understanding of what is available specifically for adolescents, and the modalities in which SEL interventions are offered in the classroom. While there are many programmes available, they tend to focus on younger age groups, or specific mental health or behavioural areas, rather than being truly universal adolescent SEL programmes. This systematic review critically analyses a range of formats for universal, classroom‐based SEL programmes including standard delivery (i.e., manual‐based psychoeducation, delivered by a teacher with a range of paper‐based and physical activities for students to consolidate learning materials), and game‐based delivery, encompassing digital game‐based learning (DGBL), serious games (games specifically devised for non‐entertainment purposes), e‐learning tools, and gamified programmes (the application of game‐based mechanics in non‐game contexts). Searches were conducted utilising nine databases, yielding 31 studies spanning 2000 to 2023 which were included in the review. Studies were examined according to their intervention characteristics, core focus, theoretical basis, outcomes and measures, data analysis and summary. Both delivery methods demonstrated positive outcomes in enhancing students' social–emotional competence, however this review highlights the promise of gamification in SEL in providing an ability to overcome barriers to engagement and delivery. This review contributes a greater understanding of research in this area and encourages the impetus for further studies. Context and implicationsRationale of the studyThis study addresses the critical lack in understanding the delivery modes of Social–Emotional Learning (SEL) programmes, specifically for adolescents, an area that has been underexplored compared to younger age groups.Why the new findings matterThe findings highlight the promise of game‐based delivery modes in SEL, suggesting that gamification can enhance engagement and effectiveness, which is crucial for improving adolescent social–emotional competence in educational settings.Implications for practitioners and researchersPractitioners can leverage these insights to adopt more engaging SEL interventions, while researchers are encouraged to explore further the specific elements of gamification that maximise SEL outcomes. This study also calls for more robust empirical research to solidify the benefits of game‐based SEL interventions in schools.