A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students

Abstract

The present study systematically reviewed and meta-analyzed the evidence for universal school-based SEL programming within the United States to understand nation-specific trends in SEL implementation and effectiveness, and provide specific recommendations for marginalized students- particularly those with minority gender-, racial- ethnic, linguistic-, and disability identities, within SEL. Analyzing the effects of 90 universal school-based social and emotional learning studies, reflecting 47 discrete SEL programs, and 20,626 students in grades K-12 in the United States, from January 1, 2008 through December 31, 2020, we report that students who participate in universal school-based SEL programs experienced significantly improved academic achievement, school functioning, social and emotional skills, attitudes, behaviors, and perceptions of school climate and safety. Furthermore, programs in the United States benefited students in elementary and secondary school equally, and had the strongest outcomes for students when teachers were the program implementors. SEL programs in the United States were varied in their program features, duration, and dosage, had limited engagement with families and community, and did not show evidence of an overall follow-up effect 6 months or longer after a program ends. SEL programs were found to be equally efficacious for boys and girls meta-analytically, and systematic review of available studies revealed preliminary evidence of differential and positive effects for students with marginalized racial and ethnic identities. Limited representation of marginalized linguistic, sexual, and ability identities inhibited exploration of additional effects analytically, and descriptive results, alongside opportunities for increasing reporting and analyses are discussed.