Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties

Abstract

School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.

Social and emotional learning during early adolescence: Effectiveness of a classroom‐based SEL program for middle school students

“…Finally, results from this study provide initial evidence for the effectiveness of the SPARK Curriculum in increasing resilience in middle school students. Collectively, these findings are encouraging as social and emotional competencies have been shown to play a key role in development of youth into healthy and competent young adults (Carroll et al, 2020; Nicoll, 2014). For middle school students in particular, strengthening social and emotional competencies and the ability to cope with the daily challenges of this developmental period may serve as an important protective factor for overall health and wellbeing.…”

“…The number of states with K‐12 standards for SEL, whether freestanding or integrated into other sets of learning standards, continues to grow (Dusenbury et al, 2015). Many evidence‐based SEL programs have been developed and implemented in schools, ranging from universal whole‐class programs to targeted programs for at‐risk children or those with skill deficits (Carroll et al, 2020). Adoption and support of SEL programs are largely due to a growing evidence base that demonstrates the important benefits of SEL programs on the development of social‐emotional skills, academic functioning, mental health, and overall health and well‐being of students (Dowling et al, 2019; Jones et al, 2017).…”

Assessing the impact of the European resilience curriculum in preschool, early and late primary school children

“…There is growing awareness of the benefits of curriculum-based SEL programmes as stated by reviews of programmes that show significant positive effects on children's social and emotional development (Durlak et al, 2011). Specifically, there is evidence of a decrease in externalising and internalising problems and gains in prosocial behaviours and academic performance (Carroll et al, 2020;Corcoran et al, 2018), with positive long-term outcomes related to high school graduation, healthy relationships, mental health, reduced criminal behaviour, or engaged citizenship (Weissberg et al, 2015).…”

Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students

“…Social and Emotional Learning (SEL) is the process through which children develop knowledge, attitudes, and skills for understanding and managing emotions, setting and achieving goals, showing empathy, maintaining positive relationships, and making responsible decisions (CASEL, 2020 ). Social and emotional competencies are key to children developing into healthy and competent young adults and are important for success in school, work, and life (Carroll et al, 2020 ; Nicoll, 2014 ). SEL is a process whereby children progress through different developmental tasks such as understanding basic emotional expressions in preschool to understanding unique emotional perspectives in high school.…”

“…Many different SEL programs have been developed and implemented in schools across the United States ranging from universal whole-class programs to targeted programs for at-risk children and those with skill deficits (Carroll et al, 2020 ). Additionally, there has been significant growth in the number of states adopting standards for social and emotional learning and guidance to support implementation in schools (CASEL, 2018 ).…”