Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects
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Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
- Teacher spread
- 0.155 · how far apart the two teachers sit on this one work
- Validation status
score_only:v0-immature-baseline· verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
Abstract
Abstract This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories. The title for this Special Section is Positive Youth Development in Diverse and Global Contexts, edited by Emilie Phillips Smith, Anne C. Petersen, and Patrick Leman
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The record
- Venue
- Child Development
- Topic
- Youth Development and Social Support
- Field
- Social Sciences
- Canadian institutions
- University of British Columbia
- Funders
- Lucile Packard Foundation for Children's HealthUniversity of Illinois at ChicagoSocial Sciences and Humanities Research Council of CanadaWilliam T. Grant Foundation
- Keywords
- Socioeconomic statusPsychologyPsychological interventionDevelopmental psychologySocial emotional learningGraduation (instrument)Emotional developmentPositive Youth DevelopmentChild developmentSocial changeClinical psychologyDemography
- Has abstract in OpenAlex
- yes