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

Abstract

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.

What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research.

“…Implementation science has confirmed the notion that effective implementation is a critical component of successful programs and has widened the understanding of the many factors that can influence program implementation and sustainability (Shoesmith et al, 2021). Equity is also an important issue in education, so it is important for universal approaches to develop inclusive and culturally affirming learning environments and to ascertain whether and if some students may benefit more than others (e.g., Cipriano et al 2021; Cipriano, Naples, Eveleigh, et al, 2022; Jagers et al, 2019; Ramirez et al, 2021). A systemic SEL approach to school-based programs has emphasized how multiple ecological factors operating at individual, organizational, and societal levels can interact to influence program outcomes in both the short- and long-term (Mahoney et al, 2021).…”

Aiming High: Applying Goal Setting to Social and Emotional Learning Skills in the Elementary Classroom

“…The immediate shift to virtual learning, changes in instructional delivery, and interruptions of typical in-person interactions may have a lasting impact on students. Providing strong SEL instruction and support may help serve as a protective factor for students (Cipriano et al, 2020). Teachers will also need to be prepared to provide additional supports for students with and at risk of EBD, who may need more than classwide SEL instruction.…”

“…The importance of the acquisition and development of social and emotional learning (SEL) skills within school has been well recognized by educators, school districts, and researchers alike (Eklund et al, 2018), with a recent renewed emphasis in the classroom on the heels of the COVID-19 pandemic (Cipriano et al, 2020). Social and emotional learning supports the attainment and application of knowledge and skills to support emotion management, personal development of one’s sense of self, relationship building and management, and responsible decision-making (Collaborative for Academic, Social and Emotional Learning [CASEL], 2020a).…”

“…The building of SEL skills has been connected with students' improved academic motivation and classroom success (Cipriano et al, 2020) and mental health and overall wellbeing (Corcoran et al, 2018). Teaching SEL skills also serves as a protective factor for students who have experienced trauma, mitigating negative experiences and effects, and reducing symptoms of depression and anxiety (Clarke et al, 2021).…”

Evidence for Social and Emotional Learning in Schools

“…A number of researchers have recently raised questions about potential differential effects on subgroups of children, including children classified by racial or ethnic status, sex, special education status, etc. 62 While this criticism regarding differential effects by subgroups is valid (see point 5), most existing studies are woefully underpowered to detect such subgroup effects, if they exist.…”