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

Abstract

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 statement

Our 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.