Social Emotional Learning Interventions Research Articles

Changing the Landscape of Social Emotional Learning in Urban Schools: What are We Currently Focusing On and Where Do We Go from Here?

This study provides a systematic review of the use of social emotional learning (SEL) interventions in urban schools over the last 20 years. I summarize the types of interventions used and the outcomes examined, and I describe the use of culturally responsive pedagogy as a part of each intervention. The review of the 66 studies revealed that few incorporated culturally responsive strategies, and none addressed racism and the role it can play in student mental well-being. Additionally, few researchers measured multiple categories of fidelity of implementation, and few studies included long-term follow-up results of study outcomes. I discuss recommendations for future research in light of Every Student Succeeds Act policies in support of school-based SEL interventions.

Outcome Measurement of School-Based SEL Intervention Follow-Up Studies

Recent meta-analyses confirm that social–emotional learning (SEL) interventions are effective in increasing academic, social, and emotional outcomes via direct skills instruction. With skill development serving as a primary mechanism of change in SEL interventions, we argue for the accurate measurement of skills as an important component of SEL research. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model, we evaluate 111 studies included in a recent meta-analysis to determine the match between constructs targeted in interventions and SEL skill competency, as well as the measurement of skills and instruments used to evaluate programs. Findings indicate a general trend in the measurement of broad outcomes, rather than skills taught in programs, and limited measurement across CASEL five-competency model. Utility of measuring outcomes specific to competencies taught in intervention across SEL domains are discussed.

Improving Primary Education in the Democratic Republic of the Congo: End-Line Results of a Cluster-Randomized Wait-List Controlled Trial of Learning in a Healing Classroom

We used a cluster-randomized, wait-list controlled trial to examine impacts of a school-based social-emotional learning intervention on Congolese students and teachers. Seventy-six school clusters in two groups (A and B) were randomized to treatment or control. The groups differed in geographic location, accessibility, exposure to violence, and external donor investment. We estimated causal impacts in Group A, tested whether those impacts were replicated in Group B, and conducted sensitivity analyses on the pooled sample. Pooled analyses had higher statistical power and were therefore more likely to represent the true average impacts of the program. Improvements in students’ perceptions of school predictability and in addition and subtraction, geometry, and reading performance were specific to Group B. Only the effect on addition and subtraction remained significant in the pooled analysis. Improvements in teachers’ sense of accomplishment were found in Group A and remained significant in the pooled analysis. We detected no impacts on other outcomes. School-based interventions embedding social-emotional learning principles into the academic curricula are a promising but not yet proven approach to improving children’s outcomes in low-income countries affected by war.

Perceptions of culturally responsive pedagogy in teaching SEL

Purpose The purpose of this paper is to examine educators’ beliefs, perceptions and use of culturally responsive practices in implementing a social-emotional learning (SEL) intervention. Design/methodology/approach Focus groups with school personnel in a school with a diverse student population that had sustained success with an SEL intervention were conducted. Grounded theory was used to analyze data. Findings The analyses produced 11 interrelated themes. Practical implications School personnel noted that instruction in culturally responsive practices was foundational and should occur before SEL intervention implementation commences to ensure the use of culturally responsive practices as part of SEL implementation. Moreover, they noted the importance of school community buy-in (administrator, faculty, staff, parent and student) in supporting school-based SEL intervention sustainability. Social implications Within the USA, continued diversification of the student population is predicted, while the teaching force is projected to remain primarily White, middle class and female. Consequently, educators often differ in cultural background from their students, which has implications for SEL instruction. Incorporating the use of culturally responsive pedagogy in teaching SEL skills is one approach to addressing this cultural mismatch. Originality/value There are currently few studies that explore educator perceptions of SEL and no studies that examine the use of culturally responsive pedagogy in teaching SEL.

Incorporating culturally responsive pedagogy within social-emotional learning interventions in urban schools: An international systematic review

The authors conducted a systematic 10-year review of the international use of social-emotional learning (SEL) interventions in urban schools that summarizes and examines the interventions used, the use of culturally responsive practices in each intervention, and student outcomes across 51 studies. Of these studies, five indicated the use of culturally responsive practices while none of the studies addressed the effects of discrimination on socio-emotional development. The authors discuss implications of these findings and make recommendations for future research on culturally responsive SEL interventions in urban schools internationally.

An Examination of the Social-Emotional Competencies among Primary School Students

Social Emotional Learning is an important focus in education that develops the Social-Emotional Competencies (SEC) of students to work and live as productive citizens. The objectives of this study are to examine (i) the overall Social-Emotional composite of Year Three primary students; (ii) the SEC of the students in self-awareness, social awareness, self-management, relationship skills and responsible decision-making; (iii) the specific needs and strengths of the students’ SEC. Non-probability sampling technique specifically purposive sampling was used for this study. 35 teachers with experience in Year Three students from six National type schools in Johor Bahru, Malaysia were recruited for this study. Each teacher rated three Year Three primary students’ (n=105). This study used the Devereux Student Strengths Assessment (DESSA) to examine their social-emotional needs and strengths. The results showed the social-emotional composite is at “Need for Instruction” category. More than 43% of students were in the “Need for Instruction” category and had the lowest level of Personal Responsibility, 44%-54% of students were in the “Typical” category while less than 9% of students were in the “Strength” category. Therefore this study is valuable in the design and development of Social Emotional Learning Intervention which will re-direct the teachers’ focus on educating rather than managing students’ social and emotional problems.

Alleviating Anxiety and Altering Appraisals: Social-Emotional Learning in the College Classroom

Most college students experience stress and an increasing number also experience anxiety. This stress and anxiety has negative impacts on academic performance, as well as psychological well-being. In the K–12 setting, social-emotional learning (SEL) interventions have been consistently associated with improvements in outcomes related to stress and anxiety. However, little to no research has been conducted on effective ways for college instructors to help students in this area utilizing SEL. We developed a semester-long SEL program as an easy-to-implement and scientifically driven program to address this striking void. In statistics courses at two separate institutions (N = 46), students completed weekly activities that fostered SEL-based skills and mindsets conducive to alleviating anxiety and appraising stressors in a productive manner. In our exploratory analyses, we empirically assessed the efficacy of our program utilizing a number of pre- and post- measures, including stress appraisal and various dimensions of anxiety. Significant improvements were noted in students’ ability to appraise stressors as positive challenges, rather than threats. Noteworthy improvements were also seen in students’ ability to recognize the resources available to help them cope with stressors, as well as decreases in math anxiety. These preliminary findings demonstrate that SEL programs implemented in a college setting have the potential to impact students’ psychological well-being and, in turn, their academics.

Social-emotional learning through a drumming intervention

The growth of social and emotional competence is considered a developmental goal of childhood and adolescence. While early caregiving and family environment are key to children’s wellbeing and developmental trajectories, social-emotional learning (SEL) interventions may reduce young people’s vulnerability to internalising and externalising problem behaviours if family or environment factors present some risk. The purpose of this study was to evaluate the impact of the SEL program DRUMBEAT (Discovering Relationships Using Music, Beliefs, Emotions, Attitudes and Thoughts), a 10-week school-based intervention. Students who took part in the DRUMBEAT program (N = 75, 64% male, 59% Primary School, 18% Indigenous) across six Australian schools, and their teachers, completed pre and post measures of Self-Esteem and the Strengths and Difficulties Questionnaire. Linear mixed model analyses showed there were significant improvements in students’ self-esteem, and internalising and externalising behaviours, as reported by students and teachers. Drumming has the potential to draw young people into an educative environment where rhythm, collaboration and discussion can enhance understanding of intra- and interpersonal processes.

How urban early childhood educators used positive guidance principles and improved teacher-child relationships: a social-emotional learning intervention study

ABSTRACTTwenty-four early childhood educators in an urban city in the United States completed a social-emotional learning course as part of an intervention to explore how teachers learn to value and practice positive guidance principles. Affection between 124 teacher-child dyads was tracked weekly to measure change in teacher-child relationships. Phenomenological collaborative inquiry and inferential statistics were used. Findings: (1) positive relational principles (e.g. validate feelings; provide choices; demonstrate love, and others) succeeded in redirecting child behaviour, solving inter-personal conflicts and improving teacher-child relationships, (2) the extent to which teachers valued and became proficient using 8 principles significantly increased (avg. ES = .35), (3) teacher-child affection significantly increased by the end of the course (ES = .91–2.18). Providing competency-based coursework in social-emotional learning with ample opportunities for educators to practice positive guidance approaches can improve the extent to which loving relationships are experienced. Recommendations for practice, policy and research are shared.

Instructional Support and Academic Skills: Impacts of INSIGHTS in Classrooms With Shy Children

ABSTRACTResearch Findings: This study investigated how mean classroom-level shyness scores moderated the impacts of INSIGHTS into Children’s Temperament on instructional support and students’ math and reading skills in kindergarten and 1st-grade classrooms. INSIGHTS is a temperament-based social-emotional learning intervention with teacher, parent, and classroom programs. A total of 22 low-income urban elementary schools, 90 teachers, and 435 children were included in the study. Schools were randomly assigned to INSIGHTS or an attention-control condition. Multilevel modeling demonstrated larger impacts of INSIGHTS on instructional support in 1st-grade classrooms with greater mean classroom-level shyness scores. A further set of multilevel analyses showed larger impacts of INSIGHTS on math skills for students in classrooms with greater mean classroom-level shyness scores. Practice or Policy: Results suggest the importance of considering temperament at the classroom level when deciding how to allocate limited resources to the implementation of temperament-based intervention and/or social-emotional learning programs. Moreover, providing professional development supports to teachers of shy students—who are at risk for poorer instruction and academic skills—should be considered by policymakers and practitioners.

Examining the effectiveness of a culturally adapted social-emotional intervention for African American males in an urban setting.

The purpose of the present study was to assess the efficacy of a culturally adapted version of the Strong Start intervention program on the social-emotional outcomes of African American male students. Externalizing behavior problems of children, specifically African American males, are of great concern for schools. Punitive discipline polices such as expulsion and suspension have proved to be ineffective and harmful. Consequently, school-based social-emotional learning (SEL) interventions have been proposed to teach children coping skills that can help them increase positive social behaviors and emotional regulation. Sixty-one African American male students enrolled in an urban elementary school participated in this intervention. This study employed a randomized delayed treatment control design. Results indicated positive effects in the areas of self-regulation and self-competence. However the intervention did not have an impact on student's empathy, responsibility, or externalizing behavior. Implications are discussed in terms of developing culturally relevant school-based interventions for African American males. (PsycINFO Database Record

Erratum to: Prospective Associations Between Peer Victimization and Dispositional Mindfulness in Early Adolescence.

Peer victimization is associated with several mental health and behavioral problems during childhood and adolescence. Identifying prospective associations between victimization and factors known to protect against these problems may ultimately contribute to more precise developmental models for victimization's role in behavioral and mental health. This study tested prospective associations between peer victimization and dispositional mindfulness, defined by non-judgmental and accepting awareness of the constant stream of lived experience, during early adolescence. It was hypothesized that victimization would predict lower levels of mindfulness over a 4-month period. Study participants were 152 seventh and eighth grade students (female = 51%, Caucasian = 35%, Hispanic/Latino = 34%, African-American = 13%, and multi-ethnic or other = 18%) participating in a social-emotional learning intervention feasibility trial. A structural equation model tested associations between mindfulness, victimization, and covariates at baseline, and mindfulness and victimization at 4-month posttest. As hypothesized, baseline victimization predicted significantly lower levels of mindfulness at 4-month posttest. Baseline mindfulness did not predict victimization. Results may reflect victimized youths' mindful awareness being recurrently diverted away from the present moment due to thoughts of prior and/or impending victimization. Study implications may include implementing mindful awareness practices as an intervention strategy for victimized youth to enhance and/or restore this promotive factor.

A Review of Classwide or Universal Social, Emotional, Behavioral Programs for Students in Kindergarten

The purpose of this article is to synthesize the existing research on classwide social, emotional, and behavioral programs for kindergarten students. The researchers identified 26 studies in peer-reviewed journals and dissertation databases to review. Each study was examined and coded in terms of study characteristics, strength of evidence, and quality of evidence. The interventions represented in the studies were grouped into four categories: social–emotional learning, behavioral, coping skills, and other. The studies of behavioral interventions demonstrated the strongest effects on increasing prosocial behavior and decreasing antisocial behavior. These studies also included the highest quality of research. The social–emotional learning intervention studies consistently demonstrated weaker effects and lower quality research. The remaining categories included too few studies to draw meaningful conclusions. Implications for practice and future research regarding classwide kindergarten social, emotional, and behavioral interventions are discussed.

Prospective Associations Between Peer Victimization and Dispositional Mindfulness in Early Adolescence.

Peer victimization is associated with several mental health and behavioral problems during childhood and adolescence. Identifying prospective associations between victimization and factors known to protect against these problems may ultimately contribute to more precise developmental models for victimization's role in behavioral and mental health. This study tested prospective associations between peer victimization and dispositional mindfulness, defined by non-judgmental and accepting awareness of the constant stream of lived experience, during early adolescence. It was hypothesized that victimization would predict lower levels of mindfulness over a 4-month period. Study participants were 152 seventh and eighth grade students (female = 51%, Caucasian = 35%, Hispanic/Latino = 34%, African-American = 13%, and multi-ethnic or other = 18%) participating in a social-emotional learning intervention feasibility trial. A structural equation model tested associations between mindfulness, victimization, and covariates at baseline, and mindfulness and victimization at 4-month posttest. As hypothesized, baseline victimization predicted significantly lower levels of mindfulness at 4-month posttest. Baseline mindfulness did not predict victimization. Results may reflect victimized youths' mindful awareness being recurrently diverted away from the present moment due to thoughts of prior and/or impending victimization. Study implications may include implementing mindful awareness practices as an intervention strategy for victimized youth to enhance and/or restore this promotive factor.

The Impact of Student Success Skills on Students’ Metacognitive Functioning in a Naturalistic School Setting

The purpose of this study was to evaluate the impact of the Student Success Skills (SSS) school counseling curriculum (Brigman, Campbell, & Webb, 2004; Brigman & Webb, 2012) delivered in a naturalistic setting on students' metacognitive functioning. In this case, the authors use the term naturalistic setting to describe a typical school environment, one which lacks the additional supports (e.g., hiring national trainers) that would be present in a more controlled research study. SSS is an evidence-based, school counselor-delivered, social-emotional learning intervention that is designed to support students by teaching them three integral skill sets: (a) cognitive and metacognitive skills (e.g., goal setting, progress monitoring and memory skills); (b) social skills (e.g., interpersonal skills, social problem solving, listening and teamwork skills); and (c) self-regulation skills (e.g., managing attention, motivation and anger). Research has identified this curriculum as important in promoting students' academic achievement and success in school (Collaborative for Academic, Social, and Emotional Learning, 2015; Webb & Brigman, 2006).SSS was designed based on reviews of educational psychology research literature that identified critical skills such as information processing, emotional self-management, and positive social skills needed for student success (Bransford, Brown, & Cocking, 1999; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Greenberg et al., 2003; Hattie, Biggs, & Purdie, 1996; Marzano, Pickering, & Pollock, 2001; Masten & Coatsworth, 1998; Wang, Haertel, & Walberg, 1994; Zins, Weissberg, Wang, & Walberg, 2004). The curriculum (Brigman & Webb, 2012) can be delivered in two formats: (1) the SSS classroom program and (2) the SSS small group program (Brigman et al., 2004), both of which are intended for use with students in grades 4 through 12. SSS is a highly structured, manualized program that consists of weekly 45-minute lessons. The classroom format includes five lessons, while the small group program includes eight lessons. Both sets of weekly lessons are intended to be delivered in chronological order over the corresponding number of consecutive weeks. A 45-minute booster session is delivered once a month for 3 months in the spring.Developers of SSS designed the curriculum to follow a scripted, manualized format; implementers are encouraged to follow the sequencing, format and language provided in order to ensure fidelity of treatment. If practitioners go off-script or change the recommended delivery of the lessons, it may result in less favorable outcomes that might not meet the same levels as have been found in past research. That being said, the SSS program comes with detailed manuals that include recommended verbiage, descriptive diagrams and supplemental handouts (Brigman & Webb, 2012). During each lesson, students learn and practice strategies in five distinct areas: (a) goal setting, progress monitoring and success sharing; (b) creating a caring, supportive and encouraging classroom environment; (c) cognitive and memory skills; (d) calming skills; and (e) building healthy optimism. Specific strategies are taught and practiced each week and are reviewed and reinforced during subsequent lessons. Between lessons, students are encouraged to apply the new strategies that were taught and to work on the academic and personal goals that they set for themselves during the SSS session. Teachers also are expected to cue students to use the strategies during regular classroom lesson time.Research has established the effectiveness of SSS in several quasi-experimental and experimental studies. SSS implementation has resulted in enhanced academic achievement as measured by standardized achievement tests (Brigman & Campbell, 2003; Brigman, Webb, & Campbell, 2007; C. Campbell & Brigman, 2005; Webb, Brigman, & Campbell, 2005) and district math and reading achievement measures (Lemberger, Selig, Bowers, & Rogers, 2015). …

Peer Influence on Academic Performance: A Social Network Analysis of Social-Emotional Intervention Effects.

Longitudinal social network analysis (SNA) was used to examine how a social-emotional learning (SEL) intervention may be associated with peer socialization on academic performance. Fifth graders (N = 631; 48% girls; 9 to 12years) were recruited from six elementary schools. Intervention classrooms (14) received a relationship building intervention (RBI) and control classrooms (8) received elementary school as usual. At pre- and post-test, students nominated their friends, and teachers completed assessments of students' writing and math performance. The results of longitudinal SNA suggested that the RBI was associated with friend selection and peer influence within the classroom peer network. Friendship choices were significantly more diverse (i.e., less evidence of social segregation as a function of ethnicity and academic ability) in intervention compared to control classrooms, and peer influence on improved writing and math performance was observed in RBI but not control classrooms. The current findings provide initial evidence that SEL interventions may change social processes in a classroom peer network and may break down barriers of social segregation and improve academic performance.

Classwide Efficacy of INSIGHTS

AbstractWe investigate the classwide efficacy of INSIGHTS, a universal social-emotional learning intervention for early elementary grades, on observed teacher practices and student behaviors. Twenty-two elementary schools (87% free/reduced lunch) were randomly assigned to INSIGHTS or an attention-control condition. Kindergarten and first-grade classrooms (n = 120) were observed in the fall prior to the intervention and in the spring following the intervention. Multilevel random effects regression models showed an INSIGHTS main effect on observed teacher practices of emotional support from fall to spring. This effect was magnified in first grade. First-grade INSIGHTS classrooms also had higher teacher practices of classroom organization and lower classwide off-task behaviors over the school year compared to first-grade attention-control classrooms. Kindergarten INSIGHTS classrooms improved classwide student engagement from fall to spring compared to kindergarten attention-control classrooms. Grade-level va...

Readiness to Implement School-Based Social-Emotional Learning Interventions: Using Research on Factors Related to Implementation to Maximize Quality.

In the past several years, interest in social and emotional learning (SEL) has grown significantly. What was once a specialized domain of educational research and practice is now a significant movement with greater numbers of practitioners, policy-makers, and researchers recognizing the importance of social and emotional competence for students’ success in school and life (Durlak et al. 2015). SEL involves fostering social and emotional competencies in children through various strategies including direct instruction and studentcentered practices that create engaging learning environments nurturing students’ development of analytical, communication, and collaboration skills (CASEL 2013; Jones and Bouffard 2012). Social and emotional interventions have evolved out of different traditions including education, social work, child psychiatry, public health, psychology, and prevention (Catalano et al. 2004; Greenberg et al. 2001; Hahn et al. 2007; Wilson and Lipsey 2007). The evidence base for these programs has grown steadily since rigorous trials first established their positive impact on behavioral and academic outcomes; there are now several meta-analyses summarizing this body of research (Durlak et al. 2011; Sklad et al. 2012). As non-academic competencies are increasingly incorporated into learning standards at the preschool and elementary levels, and federal and state funding agencies require the use of evidence-based interventions (EBIs) as part of their accountability requirements, early childhood education programs and schools are implementing SEL interventions more frequently than in the past. Interest in SEL interventions has also increased internationally (for examples, see Kam and Yick 2013; Yoshikawa et al. 2015). Using evidence-based SEL interventions, however, is not enough to ensure positive outcomes. The success of an intervention on children’s social emotional competence depends on how it is implemented (e.g., Durlak and Dupre 2008; Durlak et al. 2011; Elias 2006; Greenberg et al. 2003, 2005). Recent research has increased understanding of this process by identifying a number of factors that enhance and undermine implementation success. The primary goal of this special issue is to feature research examining factors that were assessed prior to the delivery of an SEL intervention, and their relations to implementation. Specifically, by highlighting the state of schools and teachers before they begin implementing a SEL intervention, it may be possible to understand which schools are more or less likely to implement successfully, and see opportunities for increasing that likelihood. Given that the factors researched in this special issue were evident prior to intervention delivery, we believe it is appropriate to conceptualize them as aspects of readiness to implement EBIs. Included in this special issue introduction is a definition of readiness, an overview of how the findings from the papers included in this special issue have implications for understanding this concept, and examples of existing initiatives that might be used to improve readiness to implement EBIs. Influenced by the increase in type II translational research, many funding agencies that endorse the use of evidence-based interventions (EBIs), such as the U.S. Department of Education’s Institute for Educational Sciences, now require researchers to include measures in research proposals to monitor intervention implementation. Intervention developers are * Shannon B. Wanless swanless@pitt.edu

Effects of a Culturally Adapted Social-Emotional Learning Intervention Program on Students’ Mental Health

Student self-reports of resiliency and social-emotional internalizing problems were examined to determine intervention effects of a culturally adapted social and emotional learning (SEL) program. Data were analyzed from 20 culturally and linguistically diverse high school students who participated in a school-based 12-lesson SEL intervention and completed all data points (full pre, post, and follow-up). Participants were in grades 9 and 10 and included 16 male students. Students’ self reports of resiliency and internalizing symptoms were assessed before intervention, immediately after intervention, and at 2 months following the intervention. Statistically significant gains in self-reported resiliency immediately after intervention were obtained; furthermore, these gains in resiliency were maintained 2 months after the intervention. Reductions in students’ self-reported internalizing problems were not observed. Student reports of social validity suggest high levels of intervention acceptability and relevance for use with culturally and linguistic diverse high school students.

Impact of the Common Core on Social-Emotional Learning Initiatives with Diverse Students

A leading challenge for educators in the twenty-first century is to effectively promote academic outcomes among diverse student learners. Indeed, students from diverse and/or minority ethno-cultural, linguistic, and socioeconomic backgrounds are much more likely to experience academic difficulties and dropout. The Common Core initiative has been endorsed nationally, with a majority of states and federal territories following suit rapidly with implementation of new standardized testing regiments in the hopes of improving student learning and raising academic knowledge of all students. While this desire to improve academic outcomes of children is laudable, critics contend that the new standards are being established hastily and without due care as to how implementation of the new testing standards will impact school programming, student engagement, or long-term student learning. Research increasingly is showing that implementation of evidence-based social-emotional learning (SEL) interventions by classroom teachers and other school personnel can improve both immediate and long-term social-emotional competencies and also can result in direct and measurable academic gains. Advocates fear that implementation of Common Core initiatives will result in increased instructional demands and classroom time related to helping students pass standardize testing requirements, at the expense of social-emotional programming and other classroom enrichment activities that may better promote long-term student outcomes. This article will explore the growing evidence base for SEL programming in the schools and will discuss how Common Core initiatives, while perhaps well-intentioned, may actually hinder rather support student achievement outcomes.