School-Based Social and Emotional Learning Interventions: Common Principles and European Applications

Abstract

In this chapter, I provide an overview of contemporary theory and research relating to universal, school-based social and emotional learning (SEL) interventions. I begin with a working definition and brief discussion of the rationale for SEL, before getting “under the hood” to consider the form, function, and characteristics of available interventions. I provide illustrative examples throughout, with a particular emphasis on those originating in Europe. There follows a discussion of the evidence pertaining to outcomes and moderators of SEL programs, including cultural transferability, stage of evaluation, implementation variability, differential responsiveness, intervention characteristics, and developer involvement in evaluation.