Social Learning Interventions Research Articles

Social and Emotional Learning Interventions for Preadolescents and Adolescents: Assessing the Evidence Base.

The social and emotional learning (SEL) framework is widely recognized as being effective for developing social and emotional competencies among students of all ages. However, the evidence for specific intervention models with older student populations is less established. The objective of this systematic review was to rate the evidence supporting the effectiveness of SEL interventions aimed at improving mental health outcomes among preadolescents and adolescents. A search of major databases, gray literature, and evidence base registries was conducted to identify studies published from 2008 to 2022 that assessed the effects of SEL interventions on mental health outcomes among students ages 10-19 years. The authors rated the evidence for SEL interventions as high, moderate, or low based on established rating criteria. In total, 25 articles reporting on 17 original research studies were reviewed. Sixteen intervention models were assessed, with 11 resulting in improved mental health symptoms; however, no intervention was evaluated in a large enough number of studies to surpass a low evidence rating. Some studies reported cost benefits and high effectiveness of an intervention with students from diverse racial-ethnic or low socioeconomic backgrounds. SEL interventions can improve mental health outcomes among preadolescents and adolescents. Additional research is needed to strengthen the evidence base for specific intervention models.

Promoting Psychological Well-being in Preschoolers Through Mindfulness-based Socio-emotional Learning: A Randomized-controlled Trial.

Mental health issues in children and young people are frequent and can have enduring negative consequences. Preventive early interventions delivered at school may foster psychological well-being, and preliminary evidence suggests that mindfulness-based social and emotional learning (SEL) interventions have positive effects on children's mental health. The aim of this study was to evaluate a mindfulness-based SEL curriculum including a French adaptation of the Kindness Curriculum (KC), delivered by pre-kindergarten teachers, in a cluster randomized control trial. Sixty-four classes (761 children, aged 38-58 months) from a socio-economically disadvantaged area in France were randomly assigned to either intervention or waiting-list control conditions. Indicators of children's mental health, self-management, positive relationships with teachers and peers, emotional processing and executive functioning were collected through teacher-rated questionnaires, standardized observations, and behavioral tasks. Results in the whole sample indicated a positive effect of the intervention on children's mental health, including a reduction in emotional, conduct and peer relationship problems, and a reduction in teacher-child conflicts. No significant effects were found on the other indicators. Heterogeneity analyses revealed stronger effects of the intervention on several indicators for children who had a teacher with lower level of teaching experience, for children with lower baseline mental health and for older children. This program therefore appears as a promising early school-based intervention promoting mental health and positive relationships, especially in a subgroup of at-risk preschool-aged children.

Children’s Perceptions of a Therapy Dog-Assisted Social and Emotional Learning Intervention: Survey and Interview Findings

ABSTRACT Therapy dogs can improve the social and mental health outcomes for children and adolescents. School-based interventions that address social and emotional learning (SEL) can promote children’s overall wellbeing and educational outcomes. This study used a qualitative approach to explore children’s perceptions of a 12-week therapy dog-assisted SEL intervention in a mainstream primary school in Australia. Open-ended survey questions were completed by 85 Year 5 students and five of these students engaged in a follow-up interview. A thematic analysis identified three main themes: 1) empowerment through emotional learning, 2) positive relationships with peers and family, and 3) personal growth. Empowerment through emotional learning included the subthemes of experiencing, understanding, regulating, and expressing emotions. Positive relationships included the subtheme of communication. Both the SEL components of the program and the integration of a therapy dog appear to have contributed to a perceived positive impact on children’s wellbeing overall. This study contributes to the evidence of how therapy dogs can impact school environments and provides a structure for how a therapy dog can support student wellbeing.

Implementing targeted social and emotional learning interventions in schools—Are more specific models needed?

AbstractSchools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for those pupils who may require small group or individual support over and above that provided at the universal level. To date there has been limited consideration of factors which are important for the implementation of targeted SEL interventions. Data from an exploratory case study with two schools implementing Lego therapy are used to illustrate the implementation factors relevant to this targeted intervention. Findings indicate similarities in universal and targeted intervention core components and factors but also a number of distinct elements that are important to consider when implementing Lego therapy and potentially other targeted SEL interventions. Key considerations include the interaction with the wider school system, the pivotal role of the intervention champion, and the importance of external support for problem solving and sustainability. The resulting model may inform further development of implementation frameworks for Lego therapy and other targeted SEL interventions.

Does social and emotional learning intervention influence physiological and biological indicators? A systematic literature review of universal and targeted programs in Pre-K to grade 12

The effectiveness of Social and Emotional Learning (SEL) programs on child outcomes has been firmly established through student self-reporting, teacher and caregiver questionnaires, and direct assessment via performance tasks. Exploring the extent to which SEL programs can influence physiological and biological indicators may enable evaluators to shift beyond measuring what is subjectively observed or experienced, to understanding what is happening within the body, offering a valuable and objective measure of program efficacy. This systematic literature review of controlled studies examined how biological and physiological indicators have been incorporated into SEL research from Pre-K to Grade 12, the association between SEL intervention and physiological and biological indicators, and the challenges and opportunities when collecting and using these data. Fourteen studies met inclusion criteria, capturing a range of neurological, hormonal, and autonomic outcomes. Our review found preliminary evidence that SEL programs may influence students’ cortisol, cardiovascular reactivity, and brain functioning, potentially linked to an underlying reduction in stress. It offers an initial step towards deepening understanding of the connections between social-emotional health, physical health, and well-being.Impact statementOur understanding of how social and emotional learning programs benefit students is largely based on performance tasks and student, teacher and caregiver perspectives captured through questionnaires. Moving beyond what is subjectively observed or experienced to understanding what is happening within the body may uncover new insights into program impact. This systematic literature review captures 14 studies that explore the relationships between social and emotional learning programs and physiological and biological indicators in children from pre-K to Grade 12. It offers an initial step towards improving knowledge of the connections between social-emotional competence, physical health, and wellbeing.

Mindfulness-based interventions for preadolescent children: A comprehensive meta-analysis

Among the many social and emotional learning (SEL) interventions available, mindfulness-based interventions (MBIs) have become increasingly popular, particularly for preadolescent children who were once thought to not possess the metacognitive abilities or cognitive resources to benefit from such training. Although previous research syntheses indicate that MBIs show promise in promoting positive outcomes across a range of domains, the effectiveness of MBIs for preadolescent children may be masked by the effects of older children who have comprised the majority of samples in past meta-analyses. Hence, to better understand the impact of mindfulness-based training on preadolescent children (ages 6–12 years), the present study reviewed treatment effect estimates across a range of outcomes, including mindfulness, attention, metacognition and cognitive flexibility, emotional and behavioral regulation, academic achievement and school functioning, positive emotion and self-appraisal, negative emotion and subjective distress, externalizing problems, internalizing problems, social competence and prosocial behavior, and physical health. Thirty-two studies (nparticipants = 3640) were identified and included in a random-effects meta-analyses. The results from multiple meta-analytical analyses conducted in the present study suggest that preadolescents have experienced significant benefits across attention, emotional and behavioral regulation, positive emotion and self-appraisal, and social competence and prosocial behavior (g = 0.19 to 0.39). However, the overall effect was deemed small (g = 0.34). Due to the lack of comparison studies with SEL interventions, it remains unclear whether MBIs are as effective as traditional approaches in promoting healthy development and academic achievement for preadolescent children. Additionally, results from the present meta-analysis suggest various recommendations for future studies to ensure a continued growth in understanding how MBIs can be used with children.

Examining the impact of a universal social and emotional learning intervention (Passport) on internalising symptoms and other outcomes among children, compared to the usual school curriculum: study protocol for a school-based cluster randomised trial

BackgroundSchool-based universal social and emotional learning (SEL) interventions implemented during the transition to adolescence may be efficacious in preventing the development of mental health difficulties. This protocol describes a two-arm parallel cluster randomised controlled trial to investigate the impact of a universal SEL intervention (Passport, compared to usual provision) on internalising symptoms (primary outcome), emotion regulation, well-being, loneliness, social support, bullying, academic attainment, and health-related quality of life in English primary school pupils aged 9–11 years. A developer-led trial demonstrated the feasibility, acceptability, and utility of Passport; this will be the first independent trial.MethodsSixty primary schools will be recruited across the Greater Manchester city region and surrounding areas, involving 2400 pupils aged 8–9 at baseline. Schools will be allocated to the intervention arm to implement Passport over 18 weekly sessions or to the control arm to implement the usual school curriculum. Random allocation will be at school level following completion of baseline measures, with minimisation to ensure balance across trial arms in school size and free school meal eligibility. Measures will be collected at baseline, post-intervention (12 months post-baseline), and at 12 months follow-up (24 months post-baseline). The primary outcome analysis (intervention effects on internalising symptoms at post-intervention) will comprise a two-level (school, child) hierarchical linear model, following the intention-to-treat principle. Additional analyses will be undertaken to assess intervention effects on secondary outcomes, maintenance effects for all outcomes, intervention compliance moderator effects, subgroup moderator effects, and mechanisms underpinning intervention effects on the primary outcome. A mixed-methods implementation and process evaluation will examine factors that influence implementation, and a health economic evaluation will assess the cost-effectiveness of the intervention.DiscussionFindings will provide educators with crucial knowledge of whether and how increasing emotion regulation through a universal intervention impacts internalising symptoms and a range of related outcomes. Findings will also inform policy related to the promotion of mental health among children and young people. If the intervention is found to be efficacious in reducing internalising symptoms and is also cost-effective, it may offer high potential as a preventative intervention for widespread implementation.Trial registrationISRCTN12875599; registered on 24 November 2022

Preventative initiatives to promote psychological adjustment among primary students: Findings of RULER Approach in Spanish public schools

Mental health during childhood is a growing social challenge with important implications for optimal development. Social and Emotional Learning (SEL) interventions have been shown to prevent problems related to psychological maladjustment, as well as promote emotional well-being. This article aims to provide evidence for the impact of RULER (Recognizing, Understanding, Labeling, Expressing, Regulating), an evidence-based approach to SEL, on students’ mental health outcomes in Spanish public schools. A total of 207 primary school students (50.24% girls, mean age of 9 years) participated in the study. The teachers in the intervention school as compared to the control school received RULER instruction consisting of 15 hours of professional development training, 3 hours of follow-up, and SEL implementation guidelines throughout the school year. Students completed the Behavior Assessment System (BASC S-2). Results showed significant impacts in the RULER as compared to control school, including a reduction of clinical symptoms, such as anxiety and atypicality, as well as emotional symptoms, such as the sense of inadequacy among 9 to 12 year old students. Implications of these findings are discussed.

Teachers’ participation in evaluating a web-based tool to monitor intervention fidelity

ABSTRACT Background When educational interventions are carried out, it is important that they are undertaken in a way that is aligned with the intervention plan: in other words, that they demonstrate fidelity to the intervention. A significant research issue is how fidelity can be monitored in a time-efficient and cost-effective way in classrooms and whether technology could help to provide innovative solutions in this regard. Purpose Through collaboration with teachers, this exploratory study sought to ascertain the usability of a web-based fidelity application (WFA). The WFA was being developed as a checklist tool to help teachers monitor the implementation fidelity of a social and emotional learning intervention for 14- to 15-year-old students in Norway. Method For this qualitative study, data were collected at two time points: (i) through a focus group interview with six teachers who had piloted the WFA prior to the initiation of the intervention; and (ii) via individual interviews with five teachers in the intervention group who had used the WFA during the implementation process. The data were analysed thematically. Findings According to the analysis, the teachers considered that the WFA’s features (e.g. layout and registration process) could help support the ease and efficiency of fidelity reporting. They felt that it provided a highly recognisable link with the intervention material. In addition, the teachers provided ideas for further development and potential improvements. In all, the WFA was perceived as having high usability, suggesting its potential value as a useful tool for the collection of fidelity data. Conclusion This paper highlights the crucial role of teacher participation and the importance of fidelity data in the conduct of educational interventions. It draws attention to the need for user-friendly tools to support teachers to monitor fidelity in ways that do not involve high time and cost burdens. Similar WFAs could be of potential use in many different kinds of educational interventions in classroom settings internationally.

Coupled simultaneous analysis of vaccine and self-awareness strategies on evolutionary dilemma aspect with various immunity

On evolutionary game theory (EGT), two intervention policies: vaccination and self-awareness, are considered to account for how human attitude impacts disease spreading. Although these interventions can impose, their implementation may depend on the various immunity systems such as shield immunity, innate immunity, waning immunity, natural immunity, and artificial immunity. This framework provides an epidemic SEIRVA (susceptible-exposed-infected-removed-vaccinated-aware) model and two EGT dynamics to analyze the interplay between the immunity system and social learning interventions. The prospect of exploring the individual's strategy and social dilemma for removing a disease could assist design an effective vaccine program and self-awareness policy. Also, we evaluated the indicator of social efficiency deficit (SED) for a social dual-dilemma to measure the presence of a dilemma situation. Extensive theoretical analysis displays that stability includes the reproduction number, conditions for positivity and uniqueness, and the strength number analyzed in the equilibria, including fundamental properties validated by numerical simulation of the discretization method that appraises a variety of graphs at adjusting parameters. We present extensive numerical studies investigating the affect of controlling parameters, individual vulnerability, optimal policies, and individual costs. It turns out that, even with the affordable vaccine, individuals may have very different behaviors; self-awareness strategy plays a vital role in controlling diseases.

Welcome to Our Class! Building Classroom Rapport to Support the Development of Social and Emotional Learning Skills

In this article, we describe practical, usable ways teachers can build rapport with students, particularly students with and at risk for emotional and behavioral disorders. By establishing rapport, teachers can increase the effectiveness of the social and emotional learning curriculum and interventions delivered. Specifically, the warm welcomes, transitions, emotion checks, two by 10, and optimistic closures strategies are described.

Effects of the A+ intervention on elementary-school teachers' social and emotional competence and occupational health.

Teaching is, to date, one of the most prone jobs to experiencing occupational stress and burnout. Owing to burnout’s negative personal, social, organizational and economic impacts, researchers, practitioners and education policy leaders are interested in developing practices and interventions aimed at preventing/reducing its prevalence. With teachers’ main professional demands to be of a social and emotional nature, interventions designed with a view to promote teachers’ social and emotional competence appears to be particularly promising, positively impacting teachers’ well-being and personal accomplishment and contributing to a decrease in their psychological distress, namely emotional exhaustion. However, theoretical and empirically grounded interventions with ecological validity and specifically targeting teachers are still scarce. Thus, to bridge the previously identified gaps, the present study aimed to evaluate the efficacy and the quality of the intervention’s implementation of the A+, an online social and emotional learning intervention for elementary-school teachers. A quasi-experimental study was conducted with a total of 81 participants (96.3% female, MAge = 46.21, SDAge = 4.82, n = 42 assigned to the experimental group) from three different school contexts. School clusters were similar in size, organizational structure and socioeconomic level, and as regards previous attendance at social and emotional learning interventions; however, they differed with regards to perceived organizational climate. Data on the efficacy of the A+ was collected across four waves using a set of self-report questionnaires that assessed proximal variables (i.e., social and emotional skills) and distal variables (e.g., well-being, burnout symptoms), and analyzed through Robust Linear Mixed-Effects Models. Coefficient omegas suggested adequate reliability of the measures. Additionally, two trained observers completed an observation grid to evaluate the quality of the A+ implementation (e.g., participant responsiveness, fidelity), with excellent inter-rater reliability. Results suggested that, over time, the A+ had positive impacts across proximal (e.g., increased self-regulation, positive relationship, conflict management skills) and distal variables (e.g., increased emotional well-being, decreased occupational stress and emotional exhaustion symptoms) favoring the experimental group. However, results differed across the school contexts. These findings were accompanied by good implementation quality indicators, namely high fidelity in the delivery of the A+ contents and high participants’ responsiveness. Despite its limitations, this study contributes to a growing body of research which reinforces the importance of investing in social and emotional learning interventions to prevent teachers’ burnout and improve their occupational health. Furthermore, it highlights the importance of implementation quality research as a component of program planning with a view to enhancing programs’ efficacy, as well as the need to adapt and consider context variables in research and practice.

An evaluation of a dog-assisted social and emotional learning intervention in a school setting: Study protocol for a cluster-randomised trial

Many children and adolescents experience mental health problems which has highlighted the need for early intervention. Social and emotional learning (SEL) interventions in schools can support the wellbeing of children. There is also increasing recognition of the benefits of therapy dogs on the psychological, biological and social aspects of children's wellbeing. Although there has been growing interest in using therapy dogs in primary school settings, research within the school setting has been impeded by methodological limitations. In particular, there is limited research investigating therapy dog-assisted SEL interventions within mainstream schools. The negative long-term impact of mental health problems and poor social competence make early intervention and prevention a focus. This paper outlines the protocol to implement a therapy dog-assisted SEL intervention using Merrell's Strong Kids Grades 3-5 Program in an Australian primary school using a cluster-randomised trial. Students in Year 5 will take part in the program and classes will be randomly allocated to one of three groups: (1) control/waitlist group, (2) SEL intervention group and (3) therapy dog-assisted SEL intervention group. The primary outcome is social competence (prosocial skills and SEL knowledge), and the secondary outcome is internalising behaviour (symptoms of anxiety and depression). A third outcome of engagement will also be investigated. Findings from this research will contribute to the discussion regarding the use of therapy dogs in schools and, if proven effective, will provide a way to incorporate a therapy dog into a school setting to support social competence and the wellbeing of students. Trial number: ACTRN12622000765729 on the Australian New Zealand Clinical Trials Registry.

Social and Emotional Learning and Internalizing Problems among Adolescents: The Mediating Role of Resilience.

(1) Background: The high rates of mental disorders in adolescence presented in the literature often exclude internalizing problems. Although there is extensive data on the effectiveness of SEL skills in improving resilience, few studies included evidence in their reports on the relationship between SEL skills and internalizing problems. The present study aims to deepen the understanding of the relationship between SEL, resilience, and internalizing problems, by investigating the mediating effect of resilience between SEL components and internalizing problems. (2) Methods: Adolescents (N = 968 adolescents, aged between 11 and 18 years old; M = 13.30; SD = 1.92) from 30 schools from the NE region of Romania were invited to fill out questionnaires on social and emotional learning, internalizing problems, and resilience. (3) Results: The results show that resilience mediates the link between self-awareness and internalizing problems, between self-management and internalizing problems, between relationship skills and internalizing problems, and between responsible decision-making and internalizing problems. (4) Conclusions: These findings revealed the need for social and emotional learning interventions that include resilience-oriented approaches in order to decrease internalizing problems in adolescents. Moreover, we suggest that more culturally appropriate interventions are required to better investigate the interaction between SEL components, resilience, and internalizing problems.

¿Qué significan las intervenciones de aprendizaje social y emocional (SEL)? Un meta-análisis

This meta-analysis study aimed to examine the effects of 51 social and emotional learning (SEL) interventions conducted in Turkey between 1997 and 2021. The results were discussed under three categories: social-emotional skills, externalizing problems, and internalizing problems. The effects of the interventions were investigated in terms of eight moderator variables: intervention format, types of measurement, experimental design, educational level, average age, percentage of females, number of sessions, and duration of sessions. The findings showed that SEL interventions in Turkey improved students’ social-emotional skills [ES(SE) = 0.81(.10), 95% CI (0.60 - 1.03)] and significantly reduced their externalizing [ES(SE) = 0.78(.18), 95% CI (0.41 - 1.14)] and internalizing problems [ES(SE) = 0.95(.19), 95% CI (0.57 - 1.32)].

A Systematic Review of Student Disability and Race Representation in Universal School-Based Social and Emotional Learning Interventions for Elementary School Students

The authors present a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized students in education research and practice: students with disabilities and/or minoritized racial identities. Completed in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses standards, in this review the authors identified 269 studies for inclusion, which reflected 107 USB SEL interventions. Eleven studies explicitly excluded students with disabilities. Studies varied widely in how disability and racial identity were categorized within and across studies and provided limited evidence of effectiveness through the use of subgroup analyses to support meaningful assessment of how students with disabilities and racially minoritized elementary school age students are benefiting from USB SEL interventions. The authors discuss the limitations of findings, education research best practices, and the minimum reporting standards necessary to ensure ability and racially minoritized youth representation in future USB SEL research.

Social-emotional learning and class climate among elementary-aged students in Japan

ABSTRACT This quasi-experimental, mixed methods study explored student perceptions of class climate before and after implementation of a two-week social and emotional learning (SEL) intervention in elementary classrooms in Japan. The sample consisted of 131 second and third grade students. A one-time SEL lesson focusing on offering kind words to peers was implemented in three classrooms. This was followed by two weeks of reinforcement, in which students were reinforced each time they offered kind words to a peer. One classroom used a sticker chart as the reinforcement and two classrooms filled up a jar with fuzzy balls. One classroom served as the control. Pre and post surveys were administered to students at the beginning and end of the intervention and teachers completed a survey at the end of the intervention. One-way ANOVA, t-test, and qualitative analyses revealed a significant improvement in class climate, in particular, sense of classroom orderliness, for the classrooms that used fuzzy balls as the reinforcement. Teacher feedback on the implementation of the SEL intervention included both positive and constructive reflections. These results may be considered for the development of SEL curricula to enhance its utility and effectiveness for East Asian student populations.

What does the social and emotional learning interventions (SEL) tell us? A meta-analysis

This meta-analysis study aimed to examine the effects of 51 social and emotional learning (SEL) interventions conducted in Turkey between 1997 and 2021. The results were discussed under three categories: social-emotional skills, externalizing problems, and internalizing problems. The effects of the interventions were investigated in terms of eight moderator variables: intervention format, types of measurement, experimental design, educational level, average age, percentage of females, number of sessions, and duration of sessions. The findings showed that SEL interventions in Turkey improved students’ social-emotional skills [ES(SE) = 0.81(.10), 95% CI (0.60 - 1.03)] and significantly reduced their externalizing [ES(SE) = 0.78(.18), 95% CI (0.41 - 1.14)] and internalizing problems [ES(SE) = 0.95(.19), 95% CI (0.57 - 1.32)].

Mind the adoption gap: Findings from a field experiment designed to scale up the availability of fodder shrub seedlings in Malawi

Abstract While dairy production has the potential to diversify smallholder agriculture and increase incomes, there are multiple constraints. One is the consistent provision of quality feed. High protein, leguminous fodder shrubs – also referred to as Fodder Tree Technology (FTT) – can help address this constraint, yet adoption levels are generally low. Implemented in Kenya and Malawi, the Shrubs for Change (S4C) project is employing several approaches to address this situation, including those informed by behavioral science. Given that approximately 500 shrubs per cow are needed to generate enough leaf matter to bolster milk production, promoting FTT at scale necessitates the production, distribution, and successful planting of large numbers of shrub seedlings. We implemented a field experiment in Malawi’s Southern Region in late 2021 to test the effectiveness of a social learning intervention intended to motivate dairy farmers to significantly scale up the production of FTT seedlings. This intervention involved meeting with dairy farmers in 39 randomly selected milk production zones to review the numbers of seedlings being produced vis-à-vis local demand, coupled with the development of action plans to address identified production gaps. While we find that this intervention increased the setting up of private nurseries by 10% (p < 0.05), it only increased overall seedling production by an average of 20 additional seedlings per dairy farmer (p > 0.1). We offer several explanations for this lower than expected and statistically insignificant result, which point to the need for iterative rounds of engagement with farmers when supporting them to take up FTT and other complex agronomic and sustainable land management innovations.

Tier 2 Social and Emotional Learning Interventions of a Multi-Tier System of Support: Literature Review

There are many students who face barriers and difficulties to display social emotional learning competencies. As result of lacking these skills, students become less connected to school as they proceed from elementary to middle to high school and negatively impact their academic performance, behavior, and health. Research shows that small group instruction is highly effective in helping students master essential skills and tasks. The purpose of this paper is to review social and emotional learning interventions at Tier 2 of a Multi-Tier System of Support (MTSS). The secondary intervention tier utilizes targeted interventions in small groups identified by support team and then employ them by using effective strategies that directly target a skill deficit. This paper includes a review of evidence-based practices for improving social-emotional outcomes and interventions for behavioral problems. Keywords : social-emotional learning, multi-tier system of support, tier 2, and evidence-based practice. DOI: 10.7176/JEP/12-36-02 Publication date: December 31 st 2021