Multilevel Prospective Dynamics in School-Based Social and Emotional Learning Programs

Abstract

A growing body of evidence supports the effectiveness of school-based interventions aimed at improving children’s social functioning and preventing emotional and behavioral difficulties. These social and emotional learning (SEL) programs vary in their pedagogical approaches, with some focusing on individual-level skill development and others emphasizing contextual changes designed to improve interpersonal dynamics and climate at the classroom or building level. Most programs use elements of both approaches in complementary ways. Ecological theory suggests that individual and environmental factors interact with and reciprocally influence each other in the context of school-based preventive interventions. Changes in school structure and culture may help improve outcomes for children, whereas enhanced social skills may lead to improved school climate. This article reviews evidence regarding these multilevel and cross-level prospective dynamics within school-based SEL interventions.