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Title:  A review of the literature on social and emotional learning for students ages 3-8: Outcomes for different student populations and settings (part 4 of 4)
Description: This is the fourth in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. This report presents outcomes for the general student population and student subgroups, including students from low-income families, racial/ethnic minority students, male and female students, English learner students, and students from urban and rural locales. Results suggest that SEL programs positively affect social and academic outcomes for the general student population, such as increased academic motivation, self-efficacy, conflict resolution skills, emotion recognition, empathy, and bonding to school; reduced antisocial behaviors and behavior problems; and higher grades and test scores. The outcomes of SEL for student subgroups are mixed. While some successful strategies for implementing SEL with diverse populations have been identified, more research is needed.
Online Availability:
Cover Date: February 2017
Web Release: February 23, 2017
Print Release: February 23, 2017
Publication #: REL 2017248
General Ordering Information
Center/Program: REL
Associated Centers: NCEE
Authors: Rosemarie O'Conner, Jessica De Feyter, Alyssa Carr, Jia Lisa Luo, and Helen Romm: ICF International
Type of Product: What's Known
Keywords:
Questions: For questions about the content of this What's Known, please contact:
Amy Johnson.