Social Emotional Learning Programs Research Articles

The Effect of the Advocacy Social-Emotional Learning Program on Emotional Competence

School leaders are integrating social and emotional skills content into their academic curriculum to create a supportive learning environment and improve the implicit curriculum. The Generation Schools Network (GSN) Advocacy Program is a comprehensive, multi-component schoolwide initiative designed to promote students' social-emotional competence, college and career readiness, and academic success. Overall, the GSN Advocacy Program represents a holistic approach that promotes the interconnectedness of social-emotional development and academic success, aiming to prepare students for the challenges and opportunities they will encounter. The study aimed to test for baseline equivalence between the comparison and intervention groups regarding school climate, leadership, school connectedness, emotional distress, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This quasi-experimental process compared secondary students in the intervention group (125) participating in the yearlong GSN Advocacy Program with students in the comparison group (115). After controlling for pre-assessment variables of social-emotional competence, the analysis of covariance (ANCOVA) revealed significant improvements among students in the intervention group for total social-emotional competence and constructs of school climate and school connectedness. The program's multi-component approach, including structural support through professional development for implementers and specific social-emotional learning lessons, helped students develop social-emotional skills. Accordingly, students also demonstrated increased interaction with others, an improved sense of school connectedness, and an enhanced ability to handle emotional distress, which is crucial for academic stressors. This study suggests that the multi-component approach, including student-centered social-emotional competency instruction and environmental focus, engendered the intervention group's acquisition of social-emotional skills. Accordingly, by adopting a multi-component approach that addresses these various aspects of social-emotional programming, school leaders can create a holistic support system that nurtures students' social-emotional competence, resilience, and overall well-being. This comprehensive approach enhances students' academic success and equips them with the skills and attitudes necessary for success beyond the classroom.

Technology-enhanced mindfulness-based collaborative social reasoning to improve adolescents' social-emotional competencies.

This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group discussions, learning technology, and multidimensional assessments of students' social-emotional outcomes. Using a quasi-experimental design, the study was implemented in four sixth-grade English language arts classrooms (2 experimental and 2 business-as-usual control; N = 74) in a public middle school in the Midwest of the United States. It was co-implemented by researchers and teachers, with sessions occurring for 45 minutes, once per week, for 8 weeks. The MBCSR group showed greater self-efficacy for using Upa-yoga and mindful breathing to regulate their emotions and behaviors ( = .13), and lower externalizing ( = .07) and bullying behaviors ( = .09) at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall showed positive and relaxed emotional and physiological states during the sessions. There were no significant differences between the two groups in mindfulness, emotional regulation, and social skills. This program sets an example for integrating social-emotional learning and academic learning into students' daily content instruction.

ANALYSIS OF THE EFFECTIVENESS OF PSYCHOLOGICAL SUPPORT PROGRAMS FOR CIVILIANS DURING AND AFTER THE WAR IN LEBANON AND ARTSAKH

This article presents the psychological impacts of war on human life, especially on children in areas of conflict and war. The study offers various research on the short-term and long-term effects of war and violence on individuals, especially children. It sheds light on the presence and quality of psychological support offered to civilians during the war and the post-war period in Lebanon and Artsakh. It investigates the presence of programs that prepare individuals to be resilient during pre-armed conflict times in the era of peace. The paper offers recommendations that will lead to the placement of emotional intelligence and social-emotional learning programs that help develop children's self-awareness, offer them self-regulation tools and allow them to remain motivated at times of peace and war. The post-conflict programs will help civilians reduce anxiety and the impact of stress to overcome several psychological problems caused by wars in the population during times of peace and post-conflict.

Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs.

Adolescents are considered one of the most vulnerable groups affected by suicide. Rapid changes in adolescents' physical and mental states, as well as in their lives, significantly and undeniably increase the risk of suicide. Psychological, social, family, individual, and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct, indirect, or combined pathways. Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide. When deliberately cultivated, fostered, and enhanced, self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making, as the five core competencies of social-emotional learning, can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support. Among numerous suicide intervention methods, school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents. The characteristics of school-based interventions based on social-emotional competence, including their appropriateness, necessity, cost-effectiveness, comprehensiveness, and effectiveness, make these interventions an important means of addressing the crisis of adolescent suicide. To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide, additional financial support should be provided, the combination of social-emotional learning and other suicide prevention programs within schools should be fully leveraged, and cooperation between schools and families, society, and other environments should be maximized. These efforts should be considered future research directions.

Fundamental Themes in Social-Emotional Learning: A Theoretical Framework for Inclusivity.

Social-emotional learning (SEL) is a rapidly growing field of research that has garnered significant attention in recent years. Each facet of SEL research in fields such as education, mental health, and developmental research has used specific methodologies and terms in their narrow research focus. In education specifically, where the most SEL research has been produced, many frameworks have implementation requirements. The lack of a framework focused on overarching themes without implementation requirements prevents the fields from coming together to compile and compare research and progress to create parent-, adult-, or mental health-specific SEL programs. This paper provides a conceptual analysis of SEL, aimed at clarifying the concept and deconstructing its various facets. This framework is needed to acknowledge the many different terms and skills for the same principle while also narrowing down definitions for clarity. The resulting framework can be used as a basis for future research, practice, and policy discussions in the field.

Exploring the Effects of a Social-Emotional Learning Intervention in Brazilian Primary Schools: Findings from Year Two of Implementation

Despite rising demand, evidence regarding the effectiveness of social-emotional learning (SEL) programs implemented at scale in low- and middle-income countries remains limited. Building on an earlier randomized control trial showing largely null program effects in year one, the present study examines the effectiveness of a school-wide SEL intervention during its second year of implementation in Rio de Janeiro, Brazil. The study sample included 3,188 third- and fourth-grade students attending 84 public primary schools during the 2018 school year. We identified small (d = 0.09 − 0.12) iatrogenic impacts of school-level random assignment to the intervention on students’ behavior problems, ability to name appropriate reactions to emotional situations, and working memory during year two, and no average impacts on students’ labeling of emotional facial expressions or inhibitory control. Two-stage least squares analyses revealed that students whose teachers implemented more program lessons during year two experienced more negative outcomes. Using exploratory analyses of impact heterogeneity and qualitative feedback from study teachers, we discuss possible reasons for these unexpected findings and provide recommendations for supporting children’s social-emotional needs in diverse settings.

Breathing life into social emotional learning programs: A Bio-Psycho-Social approach to risk reduction and positive youth development.

Over one-third of USadolescents engage in health risk and problem behaviors. Additionally, significant percentages of problem-free youth aren't flourishing. Left unaddressed, the lifetime mental/physical health and financial burdens may be substantial. Social-Emotional Learning (SEL) and Positive Youth Development (PYD) programs have proliferated to address the drivers of adaptive versus risk behaviors. Research suggests SEL/PYD program outcomes can be improved by adding techniques that physiologically induce calmness, yet few studies exist. This randomized controlled trial of 79 urban eighth-graders examined a standardized bio-psycho-social program, SKY Schools, which incorporates a physiologically calming component: controlled yogic breathing. Repeated-measures ANOVAs demonstrated that compared to controls, SKY graduates exhibited significant improvements in emotion regulation, planning and concentration, and distractibility. After 3 months, significant improvements were evidenced in emotion regulation, planning and concentration, identity formation, and aggressive normative beliefs. SEL/PYD programs may benefit by incorporating biologically-calming techniques to enhance well-being and prevent risk/problem behaviors.

Reinforcing Education through social-emotional learning: key research trends in Ukraine and worldwide

The paper explores the significance of advancements in social-emotional learning (SEL), underscoring SEL’s pivotal role in modern education through enhancing personal development, resilience, and socio-emotional competence. In Ukraine, the growing interest in SEL, spurred by societal challenges and individual needs, is evident.
 The authors provide an overview of current SEL research, tracing its origins, exploring its theoretical foundations, and highlighting its key role in modern education. They call for interdisciplinary research collaboration to enrich SEL understanding and develop effective programs that foster socio-emotional skills among children and adults, addressing needs at both national and community levels within the educational sphere.
 The paper also highlights the work of the SEL Laboratory at the EdCamp Ukraine NGO, which stands out as a hub for scientific exploration, fruitful collaboration, and the use of effective SEL methodologies. It details several key areas of SEL research that the laboratory is focusing on, including customizing SEL frameworks to fit the Ukrainian educational context, refining existing SEL evaluation tools, investigating SEL's cultural nuances within Ukraine, challenges, encountered in implementing SEL programs and the impact of SEL on teaching methodologies. Furthermore, the laboratory engages in international collaboration, contributing to global projects and creating programs, aimed at advancing SEL practices.
 The paper contributes to the ongoing dialogue on SEL and stimulates further research in the area. The findings will aid researchers studying social-emotional learning, educators aiming to implement SEL programs in their practice, and policymakers, committed to enhancing modern education. It concludes with a roadmap for the laboratory's future research, the outcomes of which will be reflected in future publications

Parents’ perspectives on adolescent social emotional learning: an explorative qualitative study amongst parents of students in prevocational secondary education

PurposeWorldwide, schools implement social-emotional learning programs to enhance students' social-emotional skills. Although parents play an essential role in teaching these skills, knowledge about their perspectives on social-emotional learning is limited. In providing insight into the perspectives of parents from adolescent students this paper adds to this knowledge.Design/methodology/approachAn explorative qualitative study was conducted to gain insight into parents' perspectives (N = 32) on adolescent social-emotional learning. A broadly used professional framework for social emotional learning was used as a frame of reference in interviews with parents from diverse backgrounds. Within and across case analyses were applied to analyze the interviews.FindingsA conceptual model of four social-emotional skills constructs considered crucial learning by parents emerged from the data: respectful behavior, cooperation, self-knowledge and self-reliance. Parents' language, interpretations and orderings of skills indicate that the model underlying these constructs differs from skills embedded in the professional framework.Research limitations/implicationsParticipants were small in number and mainly female. Therefore, more research is necessary to test the model in other parent populations.Practical implicationsThe social-emotional skills students in prevocational secondary education learn at home differ from those targeted in SEL programs. Engaging students’ parents in SEL program implementation is indicated to align the skills taught at home and school. Preparing teachers to implement such programs requires training them on engaging parents from diverse backgrounds.Originality/valueThe study is one of the first providing insight into parents’ perspectives on SEL, the social-emotional skills deemed crucial to master for adolescents, and the roles they view for themselves and school on teaching these skills.

Effectiveness of universal Social-Emotional Learning programs for Japanese higher education students: A meta-analytic review

Background Japanese higher education institutions are increasingly embracing Social-Emotional Learning (SEL) programs to enhance students' mental health. Nevertheless, there is currently a lack of meta-analyses examining the efficacy of these programs in Japan. Methods A systematic search was conducted on PubMed, PsychINFO, Web of Science, Dissertation Abstracts, CiNii Articles, and J-STAGE. Studies meeting the following criteria were included: (a) published; (b) written in Japanese or English; (c) targeted higher education students; (d) designed to enhance one or more social-emotional skills; (e) included a control group; (f) conducted within a higher education setting; and (g) provided sufficient data for effect size calculation. This meta-analysis aimed to evaluate the effectiveness of universal SEL programs for Japanese higher education students and examine potential moderators. The Evidence Project risk of bias tool was utilized for risk assessment. Results The meta-analysis of 32 studies revealed that universal SEL programs demonstrated a small to medium overall effect (ES = .34) and small to medium effects in enhancing social-emotional skills (ES = .33) and attitudes towards the self and others (ES = .37), addressing conduct problems (ES = .37), and mitigating emotional problems (ES = .41) at post-intervention. Moderator analysis indicated a decrease in the overall effect of SEL programs when they were delivered to larger groups of higher education students. However, the present meta-analysis could not conduct moderator analysis for individual outcome categories, except for emotional problems, due to the limited number of eligible studies. Conclusions Future research should investigate enhanced delivery methods for SEL programs, particularly in larger groups, possibly by integrating digital technologies. As the pool of eligible studies expands, future research should conduct meta-analyses with more extensive moderating analyses.

Patterns and predictors of adolescent engagement in a mindfulness-based social-emotional learning program.

Although mindfulness-based interventions (MBIs) show promise for promoting positive youth development, little is known about student engagement in MBIs. Initial research presents mixed findings in MBI engagement related to participant characteristics, and there is a lack of research examining the influence of context on engagement, despite the critical role context plays in academic engagement. This study examines the contribution of student demographic characteristics and classroom context to MBI engagement. Survey engagement data were collected at three time points from 106 ninth grade students (Mage = 14.17 years, 60.4% female, 44.2% Black, 24.8% Hispanic/Latino) who participated in the Be CALM program during the 2021-2022 school year. Latent growth curve modeling was used to examine trajectory of student engagement and assess student and classroom predictors of engagement. There was no overall change in the trajectory of student engagement, although variability was observed across classes. Identifying as Hispanic/Latino was associated with lower engagement (β = -.25, p = .008), although this did not appear to be related to program experience. Peer connections predicted engagement at the end of the program (β = .39, p < .001). Post hoc analyses suggested that student engagement may be related to teacher program delivery quality. Student engagement in MBIs appears related to classroom context more than student characteristics, although further research with larger samples is needed to assess the link between engagement and program outcomes. Findings have implications for designing school-based MBIs and training school staff to deliver them in culturally responsive ways.

Effective Components of Social Emotional Learning Programs: A Meta-analysis.

Previous reviews have synthesized the impacts of universal school-based social emotional learning (SEL) programs. However, they have yet to attempt a meta-analytic approach with rigorous inclusion criteria to identify the key SEL components and explore what make these programs work. This study aims to fill that gap by examining the impacts of SEL programs and exploring the moderating effects of methodological characteristics, implementation features, and program components on SEL effectiveness. The final sample consisted of 12 high-quality SEL programs, 59 studies, and 83,233 participants, with an overall effect size of 0.15. Meta-regression results indicated that these SEL programs could significantly improve youth social emotional skills, reinforce affect and attitudes, promote academic performance, increase prosocial behaviors, and reduce antisocial behaviors. Training teachers' social emotional skills and reducing cognitive elements in SEL curricula were found to be effective components of SEL programs, whereas pedagogical activities, climate support, and family engagement were not. Large-scale studies of SEL programs tended to generate smaller effect sizes, and those with low program dosages were found to be less effective than those approaching the recommended dosage. Policy and practical implications on how to scale SEL programs are discussed.

Social-emotional education programs for primary education: Bibliometric and thematic analysis (2010–2020)

Social-emotional learning programs have demonstrated effectiveness in the academic, personal and social success of students, as well as in the prevention of future difficulties. Therefore, the aim of the study was to analyze the scientific literature on the implementation of social-emotional education programs in primary education, disseminated in databases (Web of Sciences and Scopus) between 2010 and 2020. A total of 168 articles were reviewed and analyzed in terms of bibliometric indicators, such as: temporal production, by journals and by author, methodological approach, sources of information and thematic analysis. The main findings show a substantial increase in productivity during the year 2020, that the journals with the most publications on this topic are mostly from the United States, and that there is also an inclination towards quantitative research. Programs such as Positive Action (PA) and the Social Emotional Learning Program (SEL) stand out as the most widely disseminated.

Does Universal SEL Work under Typical Implementation Practices? Outcomes of a First Grade Effectiveness Trial

The purpose of this study was to explore the effectiveness of a universal classroom-based social-emotional learning (SEL) program for first grade students. Forty classrooms from 13 elementary schools across 3 states participated in the trial. Teachers in classrooms randomly assigned to the implementation condition were provided with free access to all curricular materials from the SSIS SEL Classwide Intervention Program (Elliott & Gresham, 2017). Consistent with the goals of an effectiveness trial, teachers made local decisions regarding how they implemented the SSIS SEL CIP within their own classroom. Measures of participating students’ (N = 365) social behavior (positive and negative) were collected before and after program implementation in all participating classrooms (treatment and business-as-usual control). Overall, results were mixed relative to hypotheses. Main effects tended to be non-significant and negligible in size; however, several interactions indicated positive outcomes resulting from program exposure (increases in prosocial behavior, decreases in negative social behavior) for students with lower skills at baseline. In addition to replication, future research directions include identifying critical program components and approaches to implementation that optimize program effectiveness under authentic conditions.

Globalisasi dan Pembelajaran Sosial-Emosional Berbasis Pendidikan Islam

The reseacrh aims to develop the concept of social-emotional learning based on Islamic education in order to enhance students' social and emotional intelligence in Islamic educational institutions in light of difficulties with globalization. The research uses a qualitative approach with library research. Data collection through literature searches was obtained from primary data sources, namely the Qur'an and books of interpretation, and secondary data, namely from various literature books, journals, and other research results relevant to the theme. Data analysis techniques use descriptive and interpretive content analysis which is carried out by reading and reviewing/analyzing the data sources collected. The research results found that the concept of social-emotional learning is based on the main character principles of the characters described in Q.S. al-Aḥzāb/33: 35 as Ten Excellent Characteristics which can be developed into a Social-Emotional Learning program curriculum for students in Islamic educational institutions. The concept of social emotional learning based on Islamic education with specifications on the character concept explained in Q.S. al-Aḥzāb/33: 35 is a catalyst for the development of character education which can be developed in further research to be implemented.

Proof of Concept for a Novel Social-Emotional Learning Programming: The B.E. M.Y. F.R.I.E.N.D. Framework

Despite the known benefits of social-emotional learning (SEL) for children, evidence-based, culturally sensitive, and multisensory SEL programs are limited. To address existing challenges in SEL for underprivileged youth, we developed the multicomponent B.E. M.Y. F.R.I.E.N.D. (BMF) framework that capitalizes on (1) cultural tailoring to foster acceptability, (2) tools and strategies to build healthy habits, (3) parental engagement using the Child-Mediated Health Communication Model, (4) social engagement of teachers via peer interaction during learning experiences, and (5) multisensory learning. Each letter (component) of the BMF stands for a unique SEL skill. To test the BMF framework, we developed a proof of concept (POC) focused on one component of the BMF—mindfulness and gratitude SEL (M-letter). The POC includes a description of immersive and interactive multimedia modules with tailor-made music, digital games, cartoons, and booster activities. The outcomes from the POC will inform the development of fully powered randomized studies of each component of BMF and, ultimately, the implementation and dissemination of the entire BMF program. The Multisensory Multilevel Health Education Model (MMHEM) guided the design of the program. In the POC, we used a learning management system (LMS) platform to facilitate program scalability. The modules encompassed culturally and age-relevant real-world examples and were digitized and integrated with traditional learning approaches. This article presents qualitative and quantitative data evaluating feasibility, preliminary acceptability, and preliminary outcomes from the mindfulness and gratitude modules (letter “M” of the BMF). The studies were conducted with 4th and 5th-grade students (Studies 2–4) attending a New York City public school-affiliated after-school program in the Bronx and Queens and their teachers (Study 1). Study #1 presents the focus group data on teachers and principals; Study #2 shows the focus group data on minoritized students; Study #3 presents data from the pilot testing of study-specific outcome measures; and Study #4 presents data on the preliminary efficacy of the BMF mindfulness and gratitude modules using a within-subjects repeated measures pre-posttest study design. Results suggest that the “M” component (mindfulness and gratitude) of the BMF framework is feasible and highly engaging among minoritized children, with high acceptability among teachers and students. We also found a positive impact of the intervention on measures of gratitude and life satisfaction (preliminary efficacy).

Building schoolwide readiness for social emotional learning: A feasibility and acceptability study of the ReadySET intervention

School readiness is critical for the successful implementation of social-emotional learning (SEL) programs in schools. Unfortunately, few interventions exist that aim to build schoolwide readiness for SEL program implementation. This mixed‐method study sought to develop and pilot an innovative, brief schoolwide intervention called ReadySET within two elementary schools in one southeastern school district, and understand the feasibility, acceptability and preliminary effectiveness of the intervention. Data were collected from kindergarten through third grade teachers, school mental health staff, and administrators via pre- and post-surveys, module evaluation surveys, and interviews. Data also were collected from facilitators through implementation checklists. Findings suggest that ReadySET was feasible to implement and acceptable to school stakeholders. In addition, study findings demonstrated a small, statistically significant improvement in SEL comfort over the course of the intervention. Stakeholders’ beliefs related to SEL commitment and culture, however, declined slightly over time indicating areas for future intervention refinement. Implications of this study are shared related to SEL research, practice, and policy.

Low-achieving adolescent students' perspectives on their interactions with classmates. An exploratory study to inform the implementation of a social emotional learning program in prevocational education

Social and Emotional Learning programs, designed to enhance adolescents’ social and emotional skills, are implemented in schools worldwide. One of these programs is Skills4Life (S4L), for students in Dutch secondary education. To strengthen this program and adapt it to students’ needs, we conducted an exploratory study on their perspectives on their own social-emotional development, focusing on low-achieving students in prevocational education.We interviewed eleven boys and eleven girls in five focus groups on (1) their general school life experiences, (2) their perceptions and experiences regarding interactions with peers, the problems they encountered in these interactions, and (3) the strategies and skills they used to solve these problems. Driven by findings in related studies initial thematic analyzes were extended using a three-step approach: an inductive, data-driven process of open coding; axial coding; and selective coding, using the social-emotional skills comprised in an often-used SEL framework as sensitizing concepts.Overall, students were satisfied with their relationships with classmates and teachers and their ability to manage their daily interaction struggles. Their reflections on their interactions indicate that the skills they preferred to use mirror the social-emotional skills taught in many school programs. However, they also indicated that they did not apply these skills in situations they experienced as unsafe and uncontrollable, e.g., bullying and harassment. The insights into adolescents’ social-emotional skills perceptions and the problems they encountered with peers at school presented here can contribute to customizing school-based skills enhancement programs to their needs. Teacher training is required to help teachers gain insight into students’ perspectives and to use this insight to implement SEL programs tailored to their needs.

The Me and the Us of Emotions: a cluster-randomized controlled trial of the feasibility and efficacy of a compassion-based social-emotional learning program for children.

There are well-established benefits of social and emotional learning (SEL) programs for children within educational contexts. Combining social-emotional skills and compassion abilities has been seldomly done, and it may be valuable at individual and societal levels, for resilient, empathetic, and inclusive societies. This study explored the feasibility and efficacy of a program designed to promote socioemotional and compassion skills in children attending the 3rd and 4th grades, by using in-class dynamics complemented with serious games. This program, named "The Me and the Us of Emotions," is part of the Gulbenkian Knowledge Academies 2020 and consists of 10 group sessions embedded in the school curriculum. Using a cluster-randomized controlled trial design, school classes were allocated to intervention (classes, n = 8; children, n = 163) and control groups (classes, n = 6; children, n = 132). During the program, facilitators assessed adherence to the sessions' plan, attendance, dosage (i.e., how many sessions were delivered), and participant responsiveness. Children completed self-report measures of social-emotional skills and emotional climate at pre-, post-intervention, 3-month, and 6-month follow-ups. Results indicate that the program is feasible, with high adherence, high attendance rate, and participant responsiveness. Results also indicate empathy, soothing, and drive feelings to change from pre-intervention to all other assessment moments, for the intervention group only. Moreover, cooperation and threat changed over time for participants in both the control and the intervention groups. The current study offers empirical support for the feasibility and utility of a compassion-based social-emotional learning program on promoting children's empathy, and emotions of soothing and vitality in the school context. Thus, these findings contribute to recent research on the potential added value of compassion practices within an SEL program.

Under the law: A case for social and emotional learning

Social-emotional learning (SEL) has been a staple in U.S. schools for decades, but it’s recently drawn criticism from policy makers and advocates who believe these programs represent government intrusion into areas best reserved for families. Robert Kim describes some of the legal arguments that support the use of SEL in schools. SEL programs can help foster equitable and nondiscriminatory environments, promote independence of students with disabilities, and help students learn to recognize and report instances of abuse. Both courts and the federal government have used the presence or lack of SEL programs as an indicator of whether schools are fulfilling their obligations to protect students’ rights. For this reason, SEL programs can help schools avoid legal liability, even as they help students grow in important ways