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Do Universal Social and Emotional Learning Programs for Secondary School Students Enhance the Competencies They Address? A Systematic Review

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Title: Do Universal Social and Emotional Learning Programs for Secondary School Students Enhance the Competencies They Address? A Systematic Review
Language: English
Authors: van de Sande, Marion C. E. (ORCID 0000-0002-7196-7222), Fekkes, Minne, Kocken, Paul L., Diekstra, René F. W., Reis, Ria, Gravesteijn, Carolien
Source: Psychology in the Schools. Dec 2019 56(10):1545-1567.
Availability: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Peer Reviewed: Y
Page Count: 23
Publication Date: 2019
Document Type: Journal Articles
Information Analyses
Education Level: Secondary Education
Descriptors: Secondary School Students, Emotional Development, Social Development, Mental Health Programs, Psychological Services, School Health Services, Program Effectiveness, Self Management, Interpersonal Competence, Self Concept, Social Cognition
DOI: 10.1002/pits.22307
ISSN: 0033-3085
Abstract: While universal school-based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of these programs on SEL competencies and psychosocial health. The specific SEL competencies directly addressed in the programs' primary learning targets were identified based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework for SEL. Five bibliographic databases (PubMed, PsychINFO, Education Resources Information Center (ERIC), Applied Science Premier (ASP), and Web of Science) were searched for relevant research papers published between 2014 and 2018. We included 40 studies that investigated 32 programs focusing on two or more SEL competencies. While most programs targeted four or five of the SEL competencies, many of the included studies did not measure the programs' effects on all the competencies targeted. Our results showed that the SEL programs had substantial effects on the SEL competencies they addressed and on psychosocial health. Although the programs focused predominantly on self-management skills and relationship skills, the largest summary effects were found for self-awareness and social awareness.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1232805
Database: ERIC
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  Value: <anid>AN0139373623;pis01dec.19;2019Oct31.05:23;v2.2.500</anid> <title id="AN0139373623-1">Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review </title> <p>While universal school‐based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of these programs on SEL competencies and psychosocial health. The specific SEL competencies directly addressed in the programs' primary learning targets were identified based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework for SEL. Five bibliographic databases (PubMed, PsychINFO, Education Resources Information Center (ERIC), Applied Science Premier (ASP), and Web of Science) were searched for relevant research papers published between 2014 and 2018. We included 40 studies that investigated 32 programs focusing on two or more SEL competencies. While most programs targeted four or five of the SEL competencies, many of the included studies did not measure the programs' effects on all the competencies targeted. Our results showed that the SEL programs had substantial effects on the SEL competencies they addressed and on psychosocial health. Although the programs focused predominantly on self‐management skills and relationship skills, the largest summary effects were found for self‐awareness and social awareness.</p> <p>Keywords: psychosocial health; school‐based programs; social and emotional learning competencies</p> <hd id="AN0139373623-2">1 INTRODUCTION</hd> <p>Adolescence is a sensitive period for brain maturation and behavioral and affective development (Steinberg, Vandell, & Bornstein, [<reflink idref="bib103" id="ref1">103</reflink>]). Social and emotional learning (SEL) competencies are important for preventing or reducing psychosocial problems in adolescents (Elbertson, Brackett, & Weissberg, [<reflink idref="bib35" id="ref2">35</reflink>]; Lerner & Steinberg, [<reflink idref="bib74" id="ref3">74</reflink>]; World Health Organization, [<reflink idref="bib114" id="ref4">114</reflink>]; Zins & Elias, [<reflink idref="bib115" id="ref5">115</reflink>]). As adolescents become independent of their parents and make important choices regarding education and work, their social, emotional, and cognitive development is challenged (Lerner & Steinberg, [<reflink idref="bib74" id="ref6">74</reflink>]; Pokhrel et al., [<reflink idref="bib86" id="ref7">86</reflink>]; Steinberg et al., [<reflink idref="bib103" id="ref8">103</reflink>]). During adolescence, some psychosocial health problems—such as depression, violence, and substance use—increase or first emerge (Calear & Christensen, [<reflink idref="bib15" id="ref9">15</reflink>]; Foxcroft & Tsertsvadze, [<reflink idref="bib44" id="ref10">44</reflink>]; Laible, Murphy, & Augustine, [<reflink idref="bib71" id="ref11">71</reflink>]; Moffitt, [<reflink idref="bib82" id="ref12">82</reflink>]). To cope with the developmental tasks and challenges that are associated with this life stage, young people need to develop advanced and complex cognitive, social, and emotional skills (Eccles & Roeser, [<reflink idref="bib33" id="ref13">33</reflink>]; Steinberg et al., [<reflink idref="bib103" id="ref14">103</reflink>]).</p> <hd id="AN0139373623-3">1.1 School‐based programs to enhance social and emotional competencies</hd> <p>Schools are seen as a natural setting to teach and learn not only cognitive but also social and emotional skills and to promote students' psychosocial health (Davidson et al., [<reflink idref="bib24" id="ref15">24</reflink>]; Eccles & Roeser, [<reflink idref="bib33" id="ref16">33</reflink>]; Kidger, Araya, Donovan, & Gunnell, [<reflink idref="bib65" id="ref17">65</reflink>]; World Health Organization, [<reflink idref="bib114" id="ref18">114</reflink>]). A safe and supportive school climate is an important condition for reinforcing students' development (Osher, Bear, Sprague, & Doyle, [<reflink idref="bib85" id="ref19">85</reflink>]; Rutter, Maughan, Mortimore, Ouston, & Smith, [<reflink idref="bib94" id="ref20">94</reflink>]; Seligman, Ernst, Gillham, Reivich, & Linkins, [<reflink idref="bib99" id="ref21">99</reflink>]). To improve young people's psychosocial health, many universal school‐based programs focusing on SEL have been developed in recent decades (Beelmann & Lösel, [<reflink idref="bib5" id="ref22">5</reflink>]; Corrieri et al., [<reflink idref="bib22" id="ref23">22</reflink>]; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, [<reflink idref="bib32" id="ref24">32</reflink>]; Faggiano et al., [<reflink idref="bib40" id="ref25">40</reflink>]).</p> <p>Recent reviews and meta‐analyses have shown that such programs produce medium to large positive effects on social and emotional and psychosocial health outcomes (Durlak et al., [<reflink idref="bib32" id="ref26">32</reflink>]; Sklad, Diekstra, De Ritter, Ben, & Gravesteijn, [<reflink idref="bib102" id="ref27">102</reflink>]; Taylor, Oberle, Durlak, & Weissberg, [<reflink idref="bib106" id="ref28">106</reflink>]).</p> <p>In their meta‐analysis, Durlak et al. ([<reflink idref="bib32" id="ref29">32</reflink>]) found that 213 SEL programs had significant positive effects on social and emotional skills, attitudes, behavior, academic achievement, mental health, and conduct problems. A review study by Sklad et al. ([<reflink idref="bib102" id="ref30">102</reflink>]) showed that 75 programs had significant positive effects on self‐image, prosocial behavior, substance use, social and emotional skills, academic achievement, antisocial behavior, and mental health outcomes. Although the effect sizes in both of these studies were lower at follow‐up than at posttreatment, they remained significant. Taylor et al. ([<reflink idref="bib106" id="ref31">106</reflink>]) demonstrated significant positive long‐term effects on social and emotional skills, attitudes, behavior, academic achievement, and psychosocial health outcomes in 82 programs. All three of these meta‐analyses included studies on school‐based programs for children and early adolescents. However, insight into the effects of those programs on the full range of secondary school students is limited.</p> <p>In addition, none of the three meta‐analyses focused on the SEL content addressed in the school programs' primary learning targets. Further, they did not investigate whether the included studies examined effects with regard to the programs' SEL targets. Therefore, it is still uncertain whether universal school‐based programs contribute effectively to the different SEL targets they address. To gain insight into the content of the SEL targets in the school programs and the outcomes on those targets in the studies reviewed, the SEL framework of the Collaborative for Academic, Social and Emotional Learning ([<reflink idref="bib21" id="ref32">21</reflink>]) (CASEL group) was used.</p> <hd id="AN0139373623-4">1.2 SEL</hd> <p>The CASEL group ([<reflink idref="bib21" id="ref33">21</reflink>]) defined a comprehensive set of five key competencies that constitute SEL: (a) self‐awareness, that is, identifying and recognizing one's own emotions and strengths and having a sense of self‐efficacy and self‐confidence; (b) social awareness, that is, showing empathy and respect for others and being able to take different perspectives; (c) self‐management, that is, being capable of impulse control, stress management, goal‐setting, persistence, and motivation; (d) relationship skills, that is, being able to cooperate and communicate with others and to seek and provide help when needed; and (e) (responsible) decision‐making, that is, being capable of evaluation and reflection regarding one's behavior and taking personal and ethical responsibility for one's own behavior. In the past decades, these SEL competencies have often been seen as capturing what is essential to young people's positive development and psychosocial health (Brackett, Rivers, Reyes, & Salovey, [<reflink idref="bib12" id="ref34">12</reflink>]; Durlak, Domitrovich, Weissberg, & Gullotta, [<reflink idref="bib31" id="ref35">31</reflink>]; Weare & Nind, [<reflink idref="bib112" id="ref36">112</reflink>]).</p> <p>Scientific evidence for the relevance of the five SEL competencies during adolescence has been found in the association between psychosocial health and the specific competencies in question. Thus, for example, a higher level of self‐awareness is positively related to psychosocial health (Brackett et al., [<reflink idref="bib12" id="ref37">12</reflink>]; Mohammadiarya et al., [<reflink idref="bib84" id="ref38">84</reflink>]). Similarly, social awareness supports the development of positive relationships and constructive communication with others (Allemand, Steiger, & Fend, [<reflink idref="bib2" id="ref39">2</reflink>]; McDonald & Messinger, [<reflink idref="bib79" id="ref40">79</reflink>]; Trentacosta & Fine, [<reflink idref="bib111" id="ref41">111</reflink>]). The enhancement of self‐management in youth not only contributes to academic achievement (McClelland, Pitt, & Stein, [<reflink idref="bib78" id="ref42">78</reflink>]) and positive behavior but also protects against psychosocial health problems (Eisenberg, Spinrad, & Eggum, [<reflink idref="bib34" id="ref43">34</reflink>]) and aggression (Moffitt et al., [<reflink idref="bib83" id="ref44">83</reflink>]; Pokhrel et al., [<reflink idref="bib86" id="ref45">86</reflink>]). Relationship skills protect adolescents effectively against violence, psychological stress, and substance use (Bierman et al., [<reflink idref="bib7" id="ref46">7</reflink>]; Faggiano et al., [<reflink idref="bib41" id="ref47">41</reflink>]; LeBlanc, Self‐Brown, Shepard, & Kelley, [<reflink idref="bib72" id="ref48">72</reflink>]). Similarly, responsible decision‐making is supposed to protect adolescents against engaging in substance use and sexual risk behavior (Tibbits, Smith, Caldwell, & Flisher, [<reflink idref="bib108" id="ref49">108</reflink>]).</p> <hd id="AN0139373623-5">1.3 The purpose of the current study</hd> <p>As indicated above, two matters are still unclear with regard to universal school‐based programs: which specific SEL competencies are targeted in these programs and whether all the competencies are actually enhanced. We had two reasons for limiting the focus of this study to the SEL targets addressed in school‐based programs for secondary school students: (a) the developmental tasks and challenges during adolescence require SEL programs to focus on specific, advanced, and complex SEL targets, and (b) as the majority of school programs focus on children and early adolescents, insight into the efficacy of SEL programs for the full range of students in secondary schools is limited.</p> <p>To our knowledge, this systematic review is the first to provide insight into the specific SEL competencies that school‐based programs for secondary school students target and the effects of the programs on these competencies. We aimed to establish the following: (a) the SEL competencies targeted in universal SEL programs for secondary school students and (b) the effects of school SEL programs on students' SEL competencies and psychosocial health outcomes.</p> <hd id="AN0139373623-6">2 METHODS</hd> <p></p> <hd id="AN0139373623-7">2.1 Data extraction and information synthesis</hd> <p>Using the PICOS strategy (i.e., Population, Intervention, Comparison, Outcome, Study), we selected and reported the outcome measures for relevant studies on adolescents (Population) in school‐based programs (Intervention) that included a comparison group exposed to care as usual or a waitlist control group and that had study designs with at least pre‐ and posttest measures (Higgins & Green, [<reflink idref="bib58" id="ref50">58</reflink>]). We electronically searched five databases (PubMed, PsychINFO, Web of Science, Applied Science Premier (ASP), and Education Resources Information Center (ERIC)) for studies published between 2004 and 2018. The reason for choosing this period was that the use of the term "SEL competencies" has become common in the field of health promotion (Gresham, [<reflink idref="bib53" id="ref51">53</reflink>]; Kimber, [<reflink idref="bib66" id="ref52">66</reflink>]) since the publication of <emph>Safe and Sound. An Educational Leader's Guide to Evidence‐Based Social and Emotional (SEL) Programs</emph> (CASEL, [<reflink idref="bib21" id="ref53">21</reflink>]).</p> <p>The following key terms were used in the search: "randomized controlled trial," "evaluation studies," "pre‐/posttest," "adolescent," "school‐based," "education," "social," "moral," "emotional," "skill," "behavior," "mental health," and related terms. The authors can be contacted for more details.</p> <p>We selected studies that evaluated the effectiveness of universal school‐based programs that targeted SEL competencies. Only peer‐reviewed studies that were published in scientific journals in English, Dutch, or German were eligible for inclusion in our study. RefWorks was used to organize and review the search results and to delete duplicates. The search process produced a total of 2,518 unique articles.</p> <p>To identify potentially relevant citations, two researchers (M. F. and M. C. E. S.) independently hand searched the titles and abstracts of the selected reviews and studies for inclusion and exclusion. This strategy led to the exclusion of 2,397 abstracts, and 121 abstracts remained for full‐text screening. After any disagreements about which of the 121 manuscripts to include or exclude were resolved through discussion, a further 83 manuscripts were excluded. A search of the references lists of the remaining 38 manuscripts produced 17 new manuscripts for consideration, 15 of which were excluded after full‐text screening. Forty manuscripts were ultimately included.</p> <p>The same two reviewers (MF and M. C. E. S.) independently extracted information from the full texts of the included studies. They used a coding scheme to identify the following components: (a) program goals, (b) theoretical base of the program, (c) dosage and length, (d) facilitator, (e) SEL targets, (f) student age, (g) outcomes on SEL competencies and psychosocial health, and (h) study quality.</p> <p>To identify the SEL targets addressed in the programs evaluated in the studies reviewed, operationalizations of the CASEL group ([<reflink idref="bib21" id="ref54">21</reflink>]) definitions of the SEL competencies were used, for example, "awareness of feelings and thoughts" and "self‐efficacy" (self‐awareness), "empathy and perspective taking" (social awareness), "self‐regulation" and "goal‐setting" (self‐management), "negotiating on conflicts" and "resistance to peer pressure" (relationship skills), and "considering consequences of actions" and taking responsibility for actions" (responsible decision‐making). The concordance between the two researchers in coding the SEL targets addressed in the programs was 84%.</p> <p>As the focus of our study was to establish the effects of school programs on the students' SEL competencies, we were interested in the content of the outcome measures used in the studies reviewed. To identify this content information on the items and/or subscale levels of the assessment instruments was determined. Based on this information and the operationalizations of the SEL competencies described above, the same two researchers (M. F. and M. C. E. S.) independently identified the outcomes for the different SEL targets measured in the studies. The concordance in coding the outcomes of the SEL targets between the two researchers was 88%. Divergent ratings for both the SEL target content and outcomes were discussed until definitive ratings were agreed upon.</p> <p>The authors can provide a list of the SEL competencies and the corresponding outcomes measured based on the subscale‐ and/or item‐level information from the assessment instruments used in the studies reviewed.</p> <p>To rate the study quality, the Quality Assessment Tool for Quantitative Studies (QATQS) of the Effective Public Health Practice Project was used (Tong, Flemming, McInnes, Oliver, & Craig, [<reflink idref="bib110" id="ref55">110</reflink>]). The studies were rated on their quality by the same two researchers (M. S. and M. C. E. F.), with concordance of almost 90%. Any divergent quality ratings were discussed until a definitive rating was agreed upon (strong, moderate, or weak).</p> <hd id="AN0139373623-8">2.2 Inclusion and exclusion criteria</hd> <p>In all, there were six inclusion criteria. Any study had to concern (a) universal secondary education, (b) a school‐based program, (c) intervention participants who were adolescents aged between 11 and 19, and (d) an intervention that was part of a program that targeted two or more SEL competencies. No program that targeted only one SEL competency was identified as an SEL program. A study also had to (e) measure effects based on a randomized control trial or a quasi‐experimental or pre‐/posttest design including a control group and (f) be published in a scientific journal in English, Dutch, or German.</p> <p>The outcome measures of interest were any type of objective measures that corresponded to the five SEL competencies or measures related to psychosocial health (i.e., depression, anxiety, substance use, or aggression).</p> <p>The following studies were excluded: studies of a school program that focused on students aged under 11 or above 19 years, focused on targeted or selected populations, included students in primary or tertiary education or an out‐of‐school setting, and/or concerned only one SEL competency or no SEL competencies, as well as studies with a design rated as weak. We excluded studies that focused only on a single problem, for example, bullying, substance use, obesities, autism, attention deficit hyperactivity disorders (ADHD) or diseases, such as diabetes or HIV/aids.</p> <p>This process yielded a total of 40 studies on 32 different school programs for inclusion in this review.</p> <hd id="AN0139373623-9">2.3 Calculation of effect sizes and meta‐analysis</hd> <p>Cohen's <emph>d</emph> was used to calculate the effect sizes for the posttest measures, either from the means and standard deviations, an independent <emph>t</emph> test, or an <emph>F</emph> test from an analysis of variance or univariate <emph>β</emph>s. The effect sizes at follow‐up were not included, as a limited number of studies measured long‐term effects, and this follow‐up period differed substantially, that is, from a few months to several years. We noted whether the follow‐up effects were measured and whether these effects had been significant.</p> <p>To calculate the summary effect sizes of specific SEL competencies and psychosocial health outcomes identified in the studies, we used analyses performed with Comprehensive Meta‐Analysis (CMA) software (Borenstein, Hedges, Higgins, & Rothstein, [<reflink idref="bib8" id="ref56">8</reflink>]). The data were analyzed using a random effects model because this model does not assume a common underlying effect size for all included studies. We used the <emph>Q</emph> test to establish the heterogeneity of the effect sizes, as the significance of the <emph>Q</emph> test results indicates true heterogeneity. To quantify the heterogeneity of the effect sizes, <emph>I</emph><sups>2</sups> was calculated, which can be interpreted as the percentage of total variability in effect sizes due to true heterogeneity (Higgins, Thompson, Deeks, & Altman, [<reflink idref="bib59" id="ref57">59</reflink>]). The <emph>Q</emph> statistic was also used to test for the significance of some moderators. In the pooled effect sizes, we included posttest effects and no follow‐up effects.</p> <hd id="AN0139373623-10">3 RESULTS</hd> <p>The SEL targets addressed in the school programs that were evaluated in the studies reviewed are described. To provide some insight into the programs, some general characteristics of the programs and studies are reported. Next, the effects provided by the school programs on students' SEL competencies and psychosocial health outcomes are reported. Finally, insight into the summary effects of the outcomes is provided.</p> <hd id="AN0139373623-11">3.1 Characteristics of the programs and studies</hd> <p>The CASEL framework for SEL was used to identify the SEL competencies targeted by the school programs evaluated in the studies reviewed (CASEL, [<reflink idref="bib21" id="ref58">21</reflink>]). The SEL competencies that were targeted in the programs included self‐awareness (SeA), social awareness (SoA), self‐management (SM), relationship skills (RS), and responsible decision‐making (DM) (see Table).</p> <p>1 Characteristics of the universal SEL programs for secondary school students examined in the review study</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Study, and country of publication</th><th>Intervention</th><th>Objective</th><th>Theoretical basis</th><th>Students' age</th><th>SEL competencies targeted</th><th>Duration</th><th>Deliverer</th></tr></thead><tbody valign="top"><tr><td>Botvin, Griffin, and Nichols (<xref ref-type="bibr" rid="bibr11">11</xref>); USA</td><td>Life skills training</td><td>Prevention of problem behavior</td><td>CBT; TTI</td><td>11–12</td><td>SM; RS; DM</td><td>15; 25 w; 45 m</td><td>T</td></tr><tr><td>Burckhardt et al. (<xref ref-type="bibr" rid="bibr14">14</xref>); Australia</td><td>Strong minds</td><td>Depression prevention</td><td>CBT; ACT‐mindfulness</td><td>11–18</td><td>SeA; SM; RS</td><td>16; 12 w; 60 m</td><td>NT</td></tr><tr><td>Cardemil et al. (<xref ref-type="bibr" rid="bibr16">16</xref>), Chaplin et al. (<xref ref-type="bibr" rid="bibr17">17</xref>), and Gillham et al. (<xref ref-type="bibr" rid="bibr47">47</xref>); USA</td><td>Penn Resilience Program (PRP)</td><td>Depression prevention</td><td>CBT</td><td>10–14</td><td>SeA; SM; RS; DM</td><td>12; 12 w; 90 m</td><td>T + NT</td></tr><tr><td>Cheung and Lee (<xref ref-type="bibr" rid="bibr18">18</xref>); China</td><td>Character education</td><td>Social competence</td><td>CE</td><td>13–15</td><td>SeA; SM; RS; DM</td><td>16; 16 w; 60 m</td><td>T</td></tr><tr><td>Coelho et al. (<xref ref-type="bibr" rid="bibr20">20</xref>); Portugal</td><td>Positive attitude</td><td>Enhancement of SEL skills</td><td>CBT/SLT</td><td>11–16</td><td>SeA; SoA; SM; RS; DM</td><td>12; 12 w; 60 m; 3 y</td><td>NT</td></tr><tr><td>Espada, Griffin, Pereira, Orgilés, and García‐Fernández (<xref ref-type="bibr" rid="bibr38">38</xref>); Spain</td><td>Saluda: social skills and problem solving</td><td>Substance use prevention</td><td>CBT</td><td>12–15</td><td>SeA; SoA; RS; DM</td><td>10; 10 w; NM</td><td>NT</td></tr><tr><td>Espelage, Low, Polanin, and Brown (<xref ref-type="bibr" rid="bibr39">39</xref>); USA</td><td>Second step: student success through prevention</td><td>Violence reduction</td><td>NM</td><td>11–12</td><td>SeA; SoA; SM; RS</td><td>15; 40 w; 50 m</td><td>T</td></tr><tr><td>Frank, Kohler, Peal, and Bose (<xref ref-type="bibr" rid="bibr45">45</xref>); USA</td><td>Transformative life skills</td><td>Stress reduction; promotion psychosocial health and prosocial behavior</td><td>Mindfulness</td><td>10–14</td><td>SeA; SM; RS</td><td>48; 20 w; 25 m</td><td>NT</td></tr><tr><td>Garaigordobil et al. (<xref ref-type="bibr" rid="bibr46">46</xref>); Spain</td><td>Society that builds peace</td><td>Violence prevention</td><td>CBT; PYD</td><td>15–16</td><td>SeA; SoA; SM; RS; DM</td><td>10; 12 w; 90 m</td><td>T</td></tr><tr><td>Gomes and Marques (<xref ref-type="bibr" rid="bibr49">49</xref>); Portugal</td><td>Promotion of positive experiences</td><td>Learning of life skills in different contexts</td><td>NM</td><td>11–12</td><td>SoA; SM; RS</td><td>34; 36 w; 90 m</td><td>NT</td></tr><tr><td>Gravesteijn, Diekstra, Wilde, and Koren (<xref ref-type="bibr" rid="bibr50">50</xref>); The Netherlands</td><td>Life skills</td><td>Intra‐ and interpersonal skills training</td><td>SLT; RET</td><td>13–17</td><td>SeA; SoA; SM; RS; DM</td><td>16; 16 w; 90 m</td><td>T</td></tr><tr><td>Griffin et al. (<xref ref-type="bibr" rid="bibr54">54</xref>); USA</td><td>Building resiliency and vocational excellence</td><td>Substance use and violence prevention</td><td>SLT</td><td>13</td><td>SeA; SM; RS; DM</td><td>18; 9 w; 90 m</td><td>T</td></tr><tr><td>Gueldner and Merrell (<xref ref-type="bibr" rid="bibr55">55</xref>); USA</td><td>Strong teens</td><td>Resilience enhancement</td><td>CBT</td><td>11–13</td><td>SeA; SoA; SM; RS</td><td>12; 12 w; 50 m</td><td>T</td></tr><tr><td>Hanewinkel and Aßhauer (<xref ref-type="bibr" rid="bibr56">56</xref>); Germany</td><td>Life skills prevention training</td><td>Social competencies and smoking prevention</td><td>CBT</td><td>11–12</td><td>SeA; SoA; SM; RS; DM</td><td>21; 16 w; NM</td><td>T</td></tr><tr><td>Huang, Chien, Cheng, and Guo (<xref ref-type="bibr" rid="bibr60">60</xref>); Taiwan</td><td>Life skills training</td><td>Violence and drug prevention</td><td>SLT; TPB</td><td>11–13</td><td>SeA; SoA; SM; RS; DM</td><td>10; 16 w; 45 m</td><td>T</td></tr><tr><td>Kimber, Sandell, and Bremberg (<xref ref-type="bibr" rid="bibr67">67</xref>); Sweden</td><td>Social Emotional Training and Resilience Program</td><td>Development of social and emotional skills</td><td>CBT</td><td>7–14</td><td>SeA; SoA; SM; RS; DM</td><td>80/40; 40 w; 45 m; 5 y</td><td>T</td></tr><tr><td>Kindt, Kleinjan, Janssens, and Scholte (<xref ref-type="bibr" rid="bibr69">69</xref>); Tak, Lichtwarck‐Aschoff, Gillham, Van Zundert, and Engels (<xref ref-type="bibr" rid="bibr105">105</xref>); The Netherlands</td><td>Op Volle Kracht (PRP)</td><td>Depression prevention</td><td>CBT</td><td>11–16</td><td>SeA; SM; RS; DM</td><td>16; 16 w; 45 m</td><td>T</td></tr><tr><td>Koglin, Petermann, Heffter, and Petermann (<xref ref-type="bibr" rid="bibr70">70</xref>); Germany</td><td>Job‐fit training</td><td>Personal development and job preparation</td><td>CBT</td><td>13–20</td><td>SeA; SoA; SM; RS</td><td>10; 5 w; 70 m</td><td>NT</td></tr><tr><td>Lemberger et al. (<xref ref-type="bibr" rid="bibr73">73</xref>); USA</td><td>Student Success Skills Program</td><td>Enhancement of social skills and academic achievement</td><td>CBT</td><td>11–12</td><td>SeA; SM; RS</td><td>8; 40 w; 60 m</td><td>NT</td></tr><tr><td>Lewis, DuBois, et al. (<xref ref-type="bibr" rid="bibr75">75</xref>); Lewis, Schure, et al. (2013); Lewis et al. (<xref ref-type="bibr" rid="bibr77">77</xref>); USA</td><td>Positive Action Program</td><td>SEL and prevention of problem behavior</td><td>SET</td><td>11–13</td><td>SeA; SoA; SM; RS</td><td>140/70; 35 w; 20 m; 3 y</td><td>T</td></tr><tr><td>Merry, McDowell, Wild, Bir, and Cunliffe (<xref ref-type="bibr" rid="bibr80">80</xref>); Rivet‐Duval, Heriot, and Hunt (<xref ref-type="bibr" rid="bibr90">90</xref>); New‐Zealand</td><td>Resourceful Adolescents Program‐Kiwi</td><td>Depression prevention</td><td>CBT</td><td>12–16</td><td>SeA; SoA; SM; RS</td><td>11;11 w; NM</td><td>T</td></tr><tr><td>Metz et al. (<xref ref-type="bibr" rid="bibr81">81</xref>); USA</td><td>Learning to breath</td><td>Awareness and emotion regulation</td><td>Mindfulness</td><td>16–18</td><td>SeA; SM</td><td>18/16 w; 20 m</td><td>NT</td></tr><tr><td>Pössel et al. (<xref ref-type="bibr" rid="bibr87">87</xref>); Germany; Pössel, et al. (<xref ref-type="bibr" rid="bibr88">88</xref>); USA</td><td>Lars und Lisa</td><td>Depression prevention</td><td>CBT; SIPM; MT</td><td>12–17</td><td>SeA; SoA; SM; RS</td><td>10; 10 w; 90 m</td><td>NT</td></tr><tr><td>Roberts et al. (<xref ref-type="bibr" rid="bibr91">91</xref>); Australia</td><td>Aussie Optimism Program</td><td>Depression and anxiety prevention</td><td>CBT</td><td>11–13</td><td>SeA; SoA; SM; RS; DM</td><td>20; 20 w; 60 m</td><td>T</td></tr><tr><td>Rose, Hawes, and Hunt (<xref ref-type="bibr" rid="bibr92">92</xref>); Australia</td><td>Resourceful Adolescents Program + Peer Interpersonal Relatedness</td><td>Depression prevention</td><td>CBT</td><td>9–14</td><td>SeA; SoA; SM; RS</td><td>20; 20 w; 45 m</td><td>NT</td></tr><tr><td>Sawyer et al. (<xref ref-type="bibr" rid="bibr95">95</xref>); Australia</td><td>Mind matters</td><td>Depression prevention</td><td>CBT</td><td>12–13</td><td>SeA; SoA; SM; RS</td><td>10; 10 w; 45 m; 3 y</td><td>T</td></tr><tr><td>Schonert‐Reichl and Lawlor (<xref ref-type="bibr" rid="bibr97">97</xref>); Canada</td><td>Mindfulness education</td><td>Social and emotional skills and optimism</td><td>PP; mindfulness</td><td>9–14</td><td>SeA; SoA; SM; RS</td><td>10; 10 w; 45 m</td><td>T</td></tr><tr><td>Simons‐Morton, Haynie, Saylor, Crump, and Chen (<xref ref-type="bibr" rid="bibr101">101</xref>); USA</td><td>Going places</td><td>Substance use and violence prevention</td><td>SLT; PBT</td><td>11–14</td><td>SM; RS; DM</td><td>18/12/6; 18/12/6 w; 3 y</td><td>T</td></tr><tr><td>Sullivan et al. (<xref ref-type="bibr" rid="bibr104">104</xref>); USA</td><td>Second step + bullying prevention</td><td>Violence prevention</td><td>NM</td><td>11–15</td><td>SoA; SM; DM</td><td>13; 13 w; 35 m</td><td>T</td></tr><tr><td>Thompkins, Chauveron, Harel, and Perkins (<xref ref-type="bibr" rid="bibr107">107</xref>); USA</td><td>Violence Prevention Program</td><td>Violence prevention</td><td>NM</td><td>15–16</td><td>SoA; SM; RS</td><td>12; 12 w; 45 m</td><td>NT</td></tr><tr><td>Tomyn, Fuller‐Tyszkiewicz, Richardson, and Colla (<xref ref-type="bibr" rid="bibr109">109</xref>); Australia</td><td>Think health and well‐being</td><td>Depression prevention and improvement of change agents</td><td>CBT</td><td>13–17</td><td>SeA; SoA; SM; RS</td><td>6; 6 w; 45 m</td><td>NT</td></tr><tr><td>Wigelsworth, Humphrey, and Lendrum (<xref ref-type="bibr" rid="bibr113">113</xref>); Great Britain</td><td>Social and emotional aspects of learning</td><td>Social and emotional skills training</td><td>EI</td><td>11–12</td><td>SeA; SoA; SM; RS</td><td>NM</td><td>T</td></tr></tbody></table> </ephtml> </p> <p>1 a Theoretical basis: ACT, acceptance and commitment therapy (Hayes, Luoma, Bond, Masuda, & Lillis, [<reflink idref="bib57" id="ref59">57</reflink>]); CBT, cognitive behavioral theory (Beck, [<reflink idref="bib4" id="ref60">4</reflink>]); CE, character education (Berkowitz, Battistich, & Bier, [<reflink idref="bib6" id="ref61">6</reflink>]); EI,  emotional intelligence (Goleman, [<reflink idref="bib48" id="ref62">48</reflink>]); MT, motivation theory (Kanfer, [<reflink idref="bib64" id="ref63">64</reflink>]); PBT, problem behavior theory (Jessor & Jessor, [<reflink idref="bib62" id="ref64">62</reflink>]); PP, positive psychology (Seligman, [<reflink idref="bib98" id="ref65">98</reflink>]); mindfulness (Kabat‐Zinn, [<reflink idref="bib63" id="ref66">63</reflink>]); PYD,  positive youth development; RET, rational emotive therapy (Ellis, [<reflink idref="bib36" id="ref67">36</reflink>]); SET,  self‐esteem enhancement theory (DuBois, Flay, & Fagen, [<reflink idref="bib29" id="ref68">29</reflink>]); SIPM,  social information processing model (Dodge,[<reflink idref="bib26" id="ref69">26</reflink>]); SLT, social learning theory (Bandura, [<reflink idref="bib3" id="ref70">3</reflink>]); TPB,  theory of planned behavior (Ajzen, [<reflink idref="bib1" id="ref71">1</reflink>]); TRA, theory of reasoned action (Fishbein & Ajzen, [<reflink idref="bib42" id="ref72">42</reflink>]); TTI ,  theory of triadic influence (Flay, Snyder, & Petraitis, [<reflink idref="bib43" id="ref73">43</reflink>]).</p> <ulist> <item>2 b Social and emotional learning (SEL) skills' focus: DM,  (responsible) decision‐making; RS,  relationship skills; SeA, self‐awareness; SM, self‐management; SoA, social awareness.</item> <item>3 c Duration: number of lessons in year 1/number of lessons in years 2–3; m , minutes per lesson; NM , not mentioned; w, weeks; y, years.</item> <item>4 d Deliverer: NT, not teacher (psychologist, graduate/master students, or school counselor); T, teacher.</item> </ulist> <p>Most of the programs targeted four or all five SEL competencies. The competencies most addressed in the programs were relationship skills and self‐management (see Table).</p> <p>2 Characteristics of the included SEL programs</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th /><th><italic>N</italic></th><th>%</th></tr></thead><tbody valign="top"><tr><td>SEL competencies targeted in programs</td><td /><td /></tr><tr><td>Self‐awareness</td><td>27</td><td>84</td></tr><tr><td>Social awareness</td><td>20</td><td>63</td></tr><tr><td>Self‐management</td><td>31</td><td>97</td></tr><tr><td>Relationship skills</td><td>30</td><td>94</td></tr><tr><td>Decision‐making</td><td>15</td><td>47</td></tr><tr><td>Facilitators</td><td /><td /></tr><tr><td>Teachers</td><td>20</td><td>63</td></tr><tr><td>Others (researchers, master students)</td><td>12</td><td>37</td></tr><tr><td>Participants</td><td /><td /></tr><tr><td>Young adolescents (11–14)</td><td>18</td><td>56</td></tr><tr><td>Older adolescents (14–19)</td><td>4</td><td>13</td></tr><tr><td>Broad age group (11–19)</td><td>10</td><td>31</td></tr><tr><td>Demographic area</td><td /><td /></tr><tr><td>North America</td><td>14</td><td>41</td></tr><tr><td>Europe</td><td>11</td><td>34</td></tr><tr><td>Australia/Asia</td><td>8</td><td>25</td></tr></tbody></table> </ephtml> </p> <p>5 a One program was implemented in the United States and Europe.</p> <p>A majority of programs aimed to enhance SEL competencies as a means of protecting students from psychosocial health problems, such as depression, anxiety, aggression, and/or substance use. The main objective of ten of the programs was only to enhance students' SEL competencies.</p> <p>More than half of the programs targeted young adolescents aged 11–14, and only a few targeted only older adolescents. All programs had an order of activities and promoted students' active participation. A majority of the programs were administered by trained classroom teachers, and other facilitators included researchers or master's students. While the program duration ranged between 10 lessons to more than 200, most programs consisted of between 10 and 21 lessons in a single school year, and the lessons lasted between 45 and 90 min.</p> <p>The theoretical basis for the majority of the programs was the cognitive behavioral model (Beck, [<reflink idref="bib4" id="ref74">4</reflink>]). The theoretical bases for other programs included a range of sources, including social learning theory (Bandura, [<reflink idref="bib3" id="ref75">3</reflink>]), the theory of reasoned action (Ajzen, [<reflink idref="bib1" id="ref76">1</reflink>]), problem solving theory (Jessor & Jessor, [<reflink idref="bib62" id="ref77">62</reflink>]), and mindfulness (Kabat‐Zinn, [<reflink idref="bib63" id="ref78">63</reflink>]).</p> <p>The majority of the studies were conducted on programs administered in North America and Europe. The remainder were conducted on programs in Australia or Asia (Table).</p> <p>Although all the studies suggested that there was a relationship between the enhancement of SEL competencies and psychosocial health outcomes, only three studies of two programs explicitly described a model of change with regard to this relationship (Griffin, Holliday, Frazier, & Braithwaite, [<reflink idref="bib54" id="ref79">54</reflink>]; Pössel, Adelson, & Hautzinger, [<reflink idref="bib87" id="ref80">87</reflink>]; Pössel, Martin, Garber, & Hautzinger, [<reflink idref="bib88" id="ref81">88</reflink>]) (not in Table).</p> <hd id="AN0139373623-12">3.2 Outcome measures in studies on SEL competencies and psychosocial health</hd> <p>Although all the programs under study were focused on training for SEL competencies, only five of them described effect measures for all the SEL targets of the program under evaluation (see Table). Most studies measured the effects on only a selection of the SEL competencies targeted. Measurements of self‐management were included in less than half of the studies (17/40) that evaluated a program targeting this competency. With regard to the other SEL targets, outcome measurements were included for less than a third of the programs that addressed these targets: 12/39 studies of the programs addressing relationship skills, 10/36 studies of programs addressing self‐awareness, 5/23 studies of programs addressing social awareness, and 7/26 studies of programs addressing responsible decision‐making (Table). Almost all studies (36/40) reported measures for one or more of the psychosocial health outcomes, that is, depression, anxiety, aggression, and substance use.</p> <p>3 Design characteristics of the studies and effect sizes for the SEL competencies and psychosocial health outcomes of the SEL programs included in the review study</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Design characteristics studies</th><th>Psychosocial healthoutcomes</th><th>SEL competencies outcomes</th></tr><tr valign="bottom"><th>Name of the first author, year of publication</th><th>Intervention</th><th>Study design</th><th><italic>N</italic></th><th><italic>Q</italic></th><th>Depr</th><th>Anx</th><th>Agg</th><th>SU</th><th>Original measure</th><th>SEL competencies addressed program</th><th>SeA</th><th>SoA</th><th>SM</th><th>RS</th><th>DM</th></tr></thead><tbody valign="top"><tr><td>Botvin et al. (<xref ref-type="bibr" rid="bibr11">11</xref>)</td><td>Life skills training</td><td>RCT</td><td>4,858</td><td>1</td><td>–</td><td>–</td><td>0.69</td><td>–</td><td>(OR)</td><td>SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Burckhardt et al. (<xref ref-type="bibr" rid="bibr14">14</xref>)</td><td>Strong minds</td><td>Quasi</td><td>296</td><td>1</td><td>1.44</td><td>0.54</td><td>–</td><td>–</td><td>d</td><td>SeA; SM; RS</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Cardemil et al. (<xref ref-type="bibr" rid="bibr16">16</xref>)</td><td>Penn Resilience Program</td><td>RCT, 24 mfu</td><td>168</td><td>2</td><td>fu</td><td>–</td><td>–</td><td>–</td><td>(t)</td><td>SeA; SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Chaplin et al. (<xref ref-type="bibr" rid="bibr17">17</xref>)</td><td>Penn Resilience Program</td><td>RCT, 12 mfu</td><td>273</td><td>2</td><td>0.55 fu</td><td>–</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SM; RS; DM</td><td /><td /><td>0.28 fu</td><td /><td /></tr><tr><td>Gillham et al. (<xref ref-type="bibr" rid="bibr47">47</xref>)</td><td>Penn Resilience Program</td><td>RCT, 3 yfu</td><td>697</td><td>2</td><td>0.17 fu</td><td>–</td><td>–</td><td>–</td><td>(F)</td><td>SeA; SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Cheung and Lee (<xref ref-type="bibr" rid="bibr18">18</xref>)</td><td>Character education</td><td>Quasi</td><td>920</td><td>2</td><td>–</td><td>–</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>0.12</td><td>–</td></tr><tr><td>Coelho et al. (<xref ref-type="bibr" rid="bibr20">20</xref>)</td><td>Positive attitude</td><td>Quasi, 6 mfu</td><td>1,091</td><td>1</td><td>–</td><td>0.21</td><td /><td /><td>d</td><td>SeA; SoA; SM; RS; DM</td><td>0.32 fu</td><td>0.20 fu</td><td>0.14 fu</td><td>0.25 fu</td><td>0.10 fu</td></tr><tr><td>Espada et al. (<xref ref-type="bibr" rid="bibr38">38</xref>)</td><td>Saluda: social skills and problem solving</td><td>Quasi, 12 mfu</td><td>341</td><td>1</td><td /><td /><td /><td>0.60 fu</td><td>(F)</td><td>SeA; SoA; RS; DM</td><td>–</td><td>–</td><td>–</td><td>0.41 fu</td><td>0.68 fu</td></tr><tr><td>Espelage et al. (<xref ref-type="bibr" rid="bibr39">39</xref>)</td><td>Second step: student success through prevention</td><td>RCT</td><td>3,616</td><td>1</td><td>–</td><td>–</td><td>0.66</td><td>–</td><td>(OR)</td><td>SeA; SoA; SM; RS</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Frank et al. (<xref ref-type="bibr" rid="bibr45">45</xref>)</td><td>Transformative life skills program</td><td>RCT</td><td>159</td><td>2</td><td>0.04</td><td>–</td><td>0.29</td><td>–</td><td>d</td><td>SeA; SM</td><td>0.11</td><td>–</td><td>0.12</td><td>–</td><td>–</td></tr><tr><td>Garaigordobil et al. (<xref ref-type="bibr" rid="bibr46">46</xref>)</td><td>Society that builds peace</td><td>RCT</td><td>285</td><td>2</td><td>–</td><td>–</td><td>0.24</td><td /><td>(F)</td><td>SeA; SoA; SM; RS;DM</td><td>–</td><td>0.71</td><td>0.27</td><td>–</td><td>0.48</td></tr><tr><td>Gomes and Marques (<xref ref-type="bibr" rid="bibr49">49</xref>)</td><td>Promotion of positive experiences</td><td>Quasi</td><td>84</td><td>2</td><td>–</td><td>–</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SM; RS; DM</td><td>0.83</td><td>–</td><td>0.98</td><td>0.60</td><td>0.41</td></tr><tr><td>Gravesteijn et al. (<xref ref-type="bibr" rid="bibr50">50</xref>)</td><td>Life skills</td><td>Quasi, 12 mfu</td><td>958</td><td>2</td><td>–</td><td>–</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SoA; SM; RS; DM</td><td>0.78 fu</td><td>0.54 fu</td><td>0.82 fu</td><td>0.66 fu</td><td>–</td></tr><tr><td>Griffin et al. (<xref ref-type="bibr" rid="bibr54">54</xref>)</td><td>Building resiliency and vocational excellence</td><td>RCT</td><td>179</td><td>2</td><td>–</td><td>–</td><td>0.17</td><td>0.60</td><td>(F)</td><td>SeA; SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Gueldner and Merrell (<xref ref-type="bibr" rid="bibr55">55</xref>)</td><td>Strong kids</td><td>Quasi</td><td>125</td><td>2</td><td>0.20</td><td>–</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SoA; SM; RS</td><td>–</td><td>–</td><td>0.89</td><td>–</td><td>–</td></tr><tr><td>Hanewinkel and Aßhauer (<xref ref-type="bibr" rid="bibr56">56</xref>)</td><td>Life skills prevention program training</td><td>Quasi, 15 mfu</td><td>936</td><td>1</td><td>–</td><td>–</td><td>–</td><td>0.06</td><td>(OR)</td><td>SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>0.02</td><td>–</td></tr><tr><td>Huang et al. (<xref ref-type="bibr" rid="bibr60">60</xref>)</td><td>Life skills training+</td><td>RCT</td><td>441</td><td>1</td><td>–</td><td>–</td><td>–</td><td>0.38</td><td>(F)</td><td>SeA; SoA; SM; RS; DM</td><td>0.62</td></tr><tr><td>Kimber et al. (<xref ref-type="bibr" rid="bibr67">67</xref>)</td><td>Social Emotional Training And Resilience Program</td><td>Quasi</td><td>1,003</td><td>1</td><td>0.56</td><td>–</td><td>0.42</td><td>–</td><td>d</td><td>SeA; SoA; SM; RS; DM</td><td>0.54</td><td /><td>0.36</td><td>0.15</td><td /></tr><tr><td>Kimber et al. (<xref ref-type="bibr" rid="bibr68">68</xref>)</td><td>Social Emotional Training And Resilience Program</td><td>Quasi</td><td>1,003</td><td>1</td><td>–</td><td>–</td><td>–</td><td>0.49</td><td>(β)</td><td>SeA; SoA; SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Kindt et al. (<xref ref-type="bibr" rid="bibr69">69</xref>)</td><td>Op Volle Kracht</td><td>RCT, 6 mfu</td><td>1,343</td><td>1</td><td>0.02 fu</td><td>–</td><td>–</td><td>–</td><td>d</td><td>SeA; SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Tak et al. (<xref ref-type="bibr" rid="bibr105">105</xref>)</td><td>Op Volle Kracht</td><td>RCT</td><td>1,390</td><td>1</td><td>0.01 fu</td><td>–</td><td>–</td><td>–</td><td>d</td><td>SeA; SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Koglin et al. (<xref ref-type="bibr" rid="bibr70">70</xref>)</td><td>Job‐fit training</td><td>Quasi, 6 mfu</td><td>104</td><td>2</td><td>0.58 fu</td><td>–</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SoA; SM; RS</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Lemberger et al. (<xref ref-type="bibr" rid="bibr73">73</xref>)</td><td>Student Success Skills Program</td><td>Pre–post</td><td>193</td><td>2</td><td>–</td><td>–</td><td>–</td><td>–</td><td>d</td><td>SeA; SM; RS</td><td>–</td><td>0.42</td><td>0.42</td><td>–</td><td>–</td></tr><tr><td>Lewis, DuBois, et al. (<xref ref-type="bibr" rid="bibr75">75</xref>)</td><td>Positive Action Program</td><td>RCT, 12 mfu</td><td>1,040</td><td>1</td><td>0.14 fu</td><td>0.26 fu</td><td>–</td><td>–</td><td>(β)</td><td>SeA; SM; RS; DM</td><td>0.17</td><td>–</td><td>0.12 fu</td><td>–</td><td>–</td></tr><tr><td>Lewis, Schure, et al. (<xref ref-type="bibr" rid="bibr76">76</xref>)</td><td>Positive Action Program</td><td>RCT, 12 mfu</td><td>1,040</td><td>1</td><td>–</td><td>–</td><td>0.39</td><td>–</td><td>(β)</td><td>SeA; SM; RS; DM</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Lewis et al. (<xref ref-type="bibr" rid="bibr77">77</xref>)</td><td>Positive Action Program</td><td>RCT, 5 y</td><td>1,170</td><td>1</td><td>–</td><td>–</td><td>–</td><td>–</td><td>(Cox'd)</td><td>SeA; SoA; SM; RS;DM</td><td>0.29</td><td>0.26</td><td>0.50</td><td>0.46</td><td>0.40</td></tr><tr><td>Merry et al. (<xref ref-type="bibr" rid="bibr80">80</xref>)</td><td>Resourceful Adolescents Program‐Kiwi</td><td>RCT, 6 mfu</td><td>392</td><td>1</td><td>0.38 fu</td><td>–</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SoA; SM; RS</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Metz et al. (<xref ref-type="bibr" rid="bibr81">81</xref>)</td><td>Learning to breath</td><td>Quasi</td><td>213</td><td>1</td><td>–</td><td>0.28</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SM</td><td>0.62</td><td>–</td><td>0.33</td><td>–</td><td>–</td></tr><tr><td>Pössel et al. (<xref ref-type="bibr" rid="bibr87">87</xref>)</td><td>Lars und Lisa</td><td>RCT, 12 mfu</td><td>292</td><td>1</td><td>0.30 fu</td><td>0.02</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SoA; SM; RS</td><td>–</td><td>–</td><td>0.93 fu</td><td>–</td><td>–</td></tr><tr><td>Pössel et al. (<xref ref-type="bibr" rid="bibr88">88</xref>)</td><td>Lars und Lisa</td><td>RCT, 4 mfu</td><td>301</td><td>1</td><td>0.27 fu</td><td>–</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SoA; SM; RS</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Rivet‐Duval et al. (<xref ref-type="bibr" rid="bibr90">90</xref>)</td><td>Resourceful Adolescents Program</td><td>RCT, 6 mfu</td><td>160</td><td>2</td><td>0.32 fu</td><td>–</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SoA; SM; RS</td><td>–</td><td>–</td><td>0.32 fu</td><td>–</td><td>–</td></tr><tr><td>Roberts et al. (<xref ref-type="bibr" rid="bibr91">91</xref>)</td><td>Aussie Optimism Program</td><td>RCT, 18 mfu</td><td>496</td><td>2</td><td>0.14 fu</td><td>0.19 fu</td><td>–</td><td>–</td><td>(F)</td><td>SeA; SoA; SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>0.17 fu</td><td>–</td></tr><tr><td>Rose et al. (<xref ref-type="bibr" rid="bibr92">92</xref>)</td><td>Resourceful Adolescents Program + Peer Interpersonal Relatedness</td><td>RCT, 12 mfu</td><td>210</td><td>1</td><td>0.58 fu</td><td>–</td><td>–</td><td>–</td><td>d</td><td>SeA; SoA; SM; RS</td><td>–</td><td>–</td><td>–</td><td>0.33 fu</td><td>–</td></tr><tr><td>Sawyer et al. (<xref ref-type="bibr" rid="bibr95">95</xref>)</td><td>Mind matters</td><td>RCT, 24 mfu</td><td>3,512</td><td>1</td><td>0.20 fu</td><td>–</td><td>–</td><td>–</td><td>(t)</td><td>SeA; SoA; SM; RS;DM</td><td>–</td><td>–</td><td>–</td><td>0.09 fu</td><td>0.04 fu</td></tr><tr><td>Schonert‐Reichl and Lawlor (<xref ref-type="bibr" rid="bibr97">97</xref>)</td><td>Mindfulness education</td><td>Quasi</td><td>246</td><td>2</td><td>–</td><td>–</td><td>0.43</td><td>–</td><td>(M + SD)</td><td>SeA; SoA; SM; RS</td><td>0.65</td><td>–</td><td>0.34</td><td>–</td><td>–</td></tr><tr><td>Simons‐Morton et al. (<xref ref-type="bibr" rid="bibr101">101</xref>)</td><td>Going places</td><td>RCT, 3 y</td><td>1,328</td><td>2</td><td>–</td><td>–</td><td>0.02 fu</td><td>0.44 fu</td><td>(F)</td><td>SM; RS; DM</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Sullivan et al. (<xref ref-type="bibr" rid="bibr104">104</xref>)</td><td>Second step + bullying prevention</td><td>RCT</td><td>237</td><td>1</td><td>–</td><td>–</td><td>0.04</td><td>–</td><td>(β)</td><td>SoA; SM; DM</td><td>–</td><td>–</td><td>0.09</td><td>–</td><td>–</td></tr><tr><td>Thompkins et al. (<xref ref-type="bibr" rid="bibr107">107</xref>)</td><td>Violence Prevention Program</td><td>Quasi</td><td>1,112</td><td>1</td><td>–</td><td>–</td><td>0.03</td><td>–</td><td>(M + SD)</td><td>SoA; SM; RS</td><td>0.01</td><td>–</td><td>–</td><td>–</td><td>–</td></tr><tr><td>Tomyn et al. (<xref ref-type="bibr" rid="bibr109">109</xref>)</td><td>Think Health and Well‐being</td><td>Quasi</td><td>252</td><td>2</td><td>0.05 fu</td><td>–</td><td>–</td><td>–</td><td>d</td><td>SeA; SoA; SM; RS</td><td>–</td><td>–</td><td>0.02 fu</td><td>–</td><td>–</td></tr><tr><td>Wigelsworth et al. (<xref ref-type="bibr" rid="bibr113">113</xref>)</td><td>Social and emotional aspects of learning</td><td>Quasi</td><td>4,443</td><td>1</td><td>0.09</td><td>–</td><td>–</td><td>–</td><td>(M + SD)</td><td>SeA; SoA; SM; RS</td><td>–</td><td>–</td><td>–</td><td>–</td><td>–</td></tr></tbody></table> </ephtml> </p> <ulist> <item>6 a Psychosocial health outcomes: Anx, anxiety; Agg, aggression; Depr, depression; SU,  substance use.</item> <item>7 b SEL competencies: DM, decision‐making, SeA, self‐awareness; SM, self‐management; SoA,  social awareness; RS, relationship skills.</item> <item>8 c Design of study: fu,  follow‐up; m, months; Pre–post, pre‐posttest design; Quasi, quasi‐experimental design; RCT, randomized control trial; y, years.</item> <item>9 d Number of students included in study.</item> <item>10 e Quality of design: 1, strong design; 2, moderate design.</item> <item>11 f Cohens' <emph>d</emph> scores mentioned in the study or otherwise specified in the column. Original measure: <emph>M</emph> + <emph>SD</emph>: <emph>d</emph> scores calculated from the means and standard deviations; <emph>F</emph>: <emph>d</emph> scores calculated from the <emph>F</emph> measures; <emph>t</emph>: <emph>d</emph> scores calculated from <emph>t</emph> test; OR: <emph>d</emph> scores calculated from the odds ratio; <emph>β</emph>: <emph>d</emph> scores calculated from univariate regression coefficient; Cox'<emph>d</emph>: <emph>d</emph> score calculated from Cox'<emph>d</emph> logit; <bold>.XX</bold> = Cohen's <emph>d</emph> sign;.XX = Cohen's <emph>d</emph> not significant; <bold>fu</bold> = follow‐up significant; fu = follow‐up not significant.</item> </ulist> <p>In the majority of the studies (35/40), the outcomes were measured based only on student self‐reports. Five studies included multiple informants to assess outcomes (Coelho, Marchante, & Sousa, [<reflink idref="bib20" id="ref82">20</reflink>]; Garaigordobil, Maganto, Pérez, & Sansinenea, [<reflink idref="bib46" id="ref83">46</reflink>]; Roberts et al., [<reflink idref="bib91" id="ref84">91</reflink>]; Sawyer et al., [<reflink idref="bib95" id="ref85">95</reflink>]; Schonert‐Reichl & Lawlor, [<reflink idref="bib97" id="ref86">97</reflink>]; Sullivan, Sutherland, Farrell, Taylor, & Doyle, [<reflink idref="bib104" id="ref87">104</reflink>]). Additionally, none of the studies included multiple methods to assess outcomes.</p> <p>In more than half of the studies (14/26) that measured program effects on SEL competencies, one or more of the effects were medium to large. Only 12 studies measured follow‐up effects (3–24 months) on one or more of the SEL competencies. Seven of the studies found significant follow‐up effects (see Table). Significant effects were reported in more than half (23/37) of the studies that included measures of psychosocial health. The effect sizes remained significant over time in almost half of the studies that measured follow‐up effects on these outcomes (Table).</p> <p>Most of the studies (31/40) did not report analysis of any moderating or mediating effects of SEL competencies on psychosocial health outcomes. One study analyzed self‐management as a mediator of the effects found for psychosocial health outcomes (Lewis, DuBois, et al., [<reflink idref="bib75" id="ref88">75</reflink>]). Eight studies reported that effects on outcomes were moderated by students' demographics, including gender (Coelho et al., [<reflink idref="bib20" id="ref89">20</reflink>]; Pössel et al., [<reflink idref="bib87" id="ref90">87</reflink>]; Simons‐Morton et al. [<reflink idref="bib101" id="ref91">101</reflink>]; Sullivan et al., [<reflink idref="bib104" id="ref92">104</reflink>]), age (Schonert‐Reichl & Lawlor, [<reflink idref="bib97" id="ref93">97</reflink>]), educational level (Scheithauer, Hess, Schultze‐Krumbholz, & Bull, [<reflink idref="bib96" id="ref94">96</reflink>]), and ethnicity (Cardemil, Reivich, Beevers, Seligman, & James, [<reflink idref="bib16" id="ref95">16</reflink>]).</p> <hd id="AN0139373623-13">3.3 Summary effects found for separate SEL competencies and psychosocial health</hd> <p>CMA showed significant summary effect sizes on all five SEL competencies and psychosocial health outcomes (Table). The highest pooled Cohens' <emph>d</emph> scores were found for social awareness and substance use. The pooled effect sizes were small to medium. Differences in the effectiveness of the programs with regard to their outcome measures were indicated by the large degree of variance in the study effect sizes for all SEL competency outcome measures (which ranged from <emph>Q = </emph>143,203 and <emph>I</emph><sups>2</sups> = 99.99 for self‐awareness to <emph>Q</emph> = 1,545 and <emph>I</emph><sups>2</sups> = 99.741 for social awareness) and for all psychosocial health outcome measures (which ranged from <emph>Q = </emph>211,511 and <emph>I</emph><sups><emph>2</emph></sups> = 99.99 for depression to <emph>Q</emph> = 1,441 and <emph>I</emph><sups><emph>2</emph></sups> = 99.65 for substance use). The differences in effectiveness found in the studies may be attributable to the systematic effects of the covariates (Higgins et al., [<reflink idref="bib59" id="ref96">59</reflink>]). Our analyses of random effects for three covariates—student age, number of lessons, and quality of study design—found that none of these covariates significantly affected the outcomes measured.</p> <p>4 Program efficacy for SEL competencies and psychosocial health outcomes</p> <p> <ephtml> <table><thead valign="bottom"><tr valign="bottom"><th>Outcomes</th><th>Number of studies (number of students)</th><th>Effect size Cohen's <italic>d</italic> (standard error)</th><th>95% Confidence interval</th><th><italic>Q</italic> (degrees of freedom)</th><th><italic>I</italic><sup>2</sup></th></tr></thead><tbody valign="top"><tr><td>SEL competency outcome measures</td></tr><tr><td>Self‐awareness</td><td>9 (7,078)</td><td>0.424 (0.090)</td><td>0.248–0.600</td><td>143,203 (8)</td><td>99.994</td></tr><tr><td>Social awareness</td><td>5 (2,562)</td><td>0.579 (0.119)</td><td>0.345–0.813</td><td>1,545 (4)</td><td>99.741</td></tr><tr><td>Self‐management</td><td>17 (8,823)</td><td>0.387 (0.047)</td><td>0.294–0.479</td><td>102,154 (16)</td><td>99.984</td></tr><tr><td>Relationship skills</td><td>11 (11,588)</td><td>0.242 (0.028)</td><td>0.188–0.297</td><td>21,030 (10)</td><td>99.952</td></tr><tr><td>Decision‐making</td><td>6 (6,316)</td><td>0.335 (0.088)</td><td>0.163–0.506</td><td>1,552 (5)</td><td>99.678</td></tr><tr><td>Psychosocial health outcome measures</td></tr><tr><td>Depression</td><td>19 (19,408)</td><td>0.310 (0.54)</td><td>0.205–0.416</td><td>211,511 (8)</td><td>99.991</td></tr><tr><td>Anxiety</td><td>8 (5,808)</td><td>0.266 (0.041)</td><td>0.186–0.345</td><td>24,238 (7)</td><td>99.971</td></tr><tr><td>Aggression</td><td>11 (15,315)</td><td>0.326 (0.049)</td><td>0.230–0.421</td><td>50,418 (10)</td><td>99.980</td></tr><tr><td>Substance use</td><td>6 (4,061)</td><td>0.385 (0.124)</td><td>0.142–0.629</td><td>1,441 (5)</td><td>99.653</td></tr></tbody></table> </ephtml> </p> <ulist> <item>12 a <emph>d</emph> , Cohen's <emph>d</emph>.</item> <item>13 b <emph>Q</emph>, measure of the heterogeneity of the studies (all significant).</item> <item>14 c <emph>I</emph><sups>2</sups>, percentage of variation across studies that is due to heterogeneity rather than chance.</item> </ulist> <hd id="AN0139373623-14">4 DISCUSSION</hd> <p>In this systematic review of universal SEL programs for secondary school students, we wished to (a) identify the specific SEL competencies the programs targeted and (b) examine the effects of the programs on the competencies in question and psychosocial health outcomes. By focusing on SEL programs' effects on social and emotional skills, attitudes, behaviors, and psychosocial health outcomes, earlier reviews did not provide information about the content of the programs' SEL targets and the program effects measured on SEL competencies targeted. To identify the SEL targets addressed in these programs and the effects measured in the studies, the SEL competencies defined by the CASEL group (CASEL, [<reflink idref="bib21" id="ref97">21</reflink>]) were used, that is, self‐awareness, social awareness, self‐management, relationship skills, and responsible decision‐making.</p> <hd id="AN0139373623-15">4.1 Effects found for SEL competencies and psychosocial health outcomes</hd> <p>Our review included 40 studies that evaluated 32 SEL programs for secondary school students published between 2004 and 2018. The findings of our review study indicate that most of the programs targeted three of the SEL competencies: self‐awareness, self‐management, and relationship skills. Social awareness was included in more than half of the programs, and responsible decision‐making was addressed in fewer than half.</p> <p>Most of the studies that evaluated these programs did not include measures of the effects on all the SEL competencies that the programs targeted. Fewer than half of the studies on programs that targeted self‐management measured the outcomes for self‐management. Even fewer studies included outcome measures for any of the other SEL targets. A majority of the studies that measured program effects on SEL competencies targeted found positive effects on the competency in question. The pooled effect analyses showed that significant effect sizes were found for all of the SEL targets addressed in the programs for secondary school students. While the largest summary effects were found for self‐awareness and social awareness, the smallest effect was found for relationship skills.</p> <p>The majority of the studies that measured outcomes for psychosocial health problems found decreases in those problems in students who participated in the evaluated SEL programs. The pooled effect analyses identified significant positive outcome measures for depression, anxiety, aggression, and substance use. The highest summary effect was reported for substance use, and the smallest summary effect was found for anxiety.</p> <p>Although the number of studies that provided data on SEL targets was limited, ranging from 5 to 17 programs depending on the SEL target, the number of students included in the studies per outcome measure was quite substantial, ranging from 2,562 to 19,408 students. These numbers were sufficient to calculate significant summary effect sizes for each of the separate outcome measures.</p> <p>Mediation and moderation between the SEL targets and psychosocial health were reported to a limited extent in the studies reviewed. The lack of knowledge of the moderating and/or mediating effects of SEL competencies on psychosocial health outcomes that has been noted in former research on SEL programs still remains (Durlak et al., [<reflink idref="bib32" id="ref98">32</reflink>]).</p> <hd id="AN0139373623-16">4.2 Efficacy of universal secondary school programs on SEL targets</hd> <p>An important result of this review study is that all five SEL competencies, which we used to identify the programs' SEL targets, were effectively enhanced by the SEL programs. Although self‐management and relationship skills have been assumed to be the core targets in school programs to promote young people's psychosocial health (Botvin, [<reflink idref="bib9" id="ref99">9</reflink>]; Botvin & Griffin, [<reflink idref="bib10" id="ref100">10</reflink>]; Greenberg, Katz, & Cousino Klein [<reflink idref="bib52" id="ref101">52</reflink>]), our analyses showed that the largest summary effect sizes were found for self‐awareness and social awareness. SEL programs for secondary school students are able to influence self‐ and social awareness to a larger extent than more action‐focused competencies, that is, self‐management and relationship skills. This finding may indicate that the development of awareness is preconditional for the development of action‐focused competencies. Long‐term participation might be necessary to improve action‐focused competencies.</p> <p>There are some theoretical indications to explain the effects found for awareness competencies. Self‐awareness and social awareness may support the development of self‐management and relationship skills (Domitrovich, Cortes, & Greenberg, [<reflink idref="bib27" id="ref102">27</reflink>]; Gravesteijn, [<reflink idref="bib51" id="ref103">51</reflink>]; Rieffe, Oosterveld, Miers, Meerum Terwogt, & Ly, [<reflink idref="bib89" id="ref104">89</reflink>]; Silvia & O'Brien, [<reflink idref="bib100" id="ref105">100</reflink>]). In the summary effect analyses, we used posttest and not long‐term effects. If the development of self‐awareness and social awareness indeed precede the development of self‐management and relationship skills, effects on the latter two competencies should be measured at a later stage. Support for this recommendation in the current review might be that most of the significant follow‐up effects in the studies reviewed were found for self‐management and relationship skills. From this perspective, self‐awareness and social awareness can be intervening variables that predict the development of other SEL competencies, that is, self‐management and relationship skills.</p> <p>A remarkable finding of this study is that although most of the included school programs targeted four or five of the SEL competencies, most of the studies evaluating these programs did not measure effects on all of the competencies targeted. Without separate evaluations of different competencies, it is unclear whether a program that aims to enhance these competencies actually improves them. Especially because many of the evaluation studies found positive program effects on psychosocial health outcomes, it would be valuable to know which SEL competencies targeted in the programs led to these positive effects. Such information might indicate which competencies need to be targeted in school programs to improve psychosocial health outcomes.</p> <hd id="AN0139373623-17">4.3 Strengths and limitations</hd> <p>A methodological strength of this review is its use of standardized protocols for study selection, that is, PICOS (Higgins and Green, [<reflink idref="bib58" id="ref106">58</reflink>]), and its determination of the quality of the study designs, that is, QATQS (Tong et al., [<reflink idref="bib110" id="ref107">110</reflink>]). Another strength is that we developed a protocol for the systematic classification of the programs' primary targets on SEL. The operationalizations used to identify the SEL targets addressed in the programs and to identify the corresponding outcome measures for those targets were based on the CASEL group definitions of the SEL competencies (CASEL, [<reflink idref="bib21" id="ref108">21</reflink>]). Although these definitions are often referred to in the literature on SEL, problems regarding the clarity and interpretation of those definitions have also been articulated (Denham, [<reflink idref="bib25" id="ref109">25</reflink>]; Duckworth & Yeager, [<reflink idref="bib30" id="ref110">30</reflink>]). Both the programs' SEL targets identified in our study and the outcomes measured for those targets are not free from those problems, which must be considered a limitation of our study.</p> <p>Another limitation is that, for reasons of efficiency, we have based our program information not on the program manuals but on the texts of the studies reviewed. Another possible limitation is publication bias, as studies with positive effects are more often accepted for publication (Borenstein et al., [<reflink idref="bib8" id="ref111">8</reflink>]). This bias may have caused the number of studies with significant positive effects to have been overrepresented.</p> <p>The variety in the pooled effect sizes found for the SEL targets may be a consequence of the incongruence between the actual SEL targets of the programs and the outcomes we identified for those targets. As we described above, the operationalizations of the SEL targets we used and the outcomes found for those targets are not free from interpretation and/or validation problems (Bridges, Denham, & Ganiban, [<reflink idref="bib13" id="ref112">13</reflink>]; Crowe, Beauchamp, Catroppa, & Anderson, [<reflink idref="bib23" id="ref113">23</reflink>]; Denham, [<reflink idref="bib25" id="ref114">25</reflink>]; Humphrey et al., [<reflink idref="bib61" id="ref115">61</reflink>]). Future research must validate the examination of the operationalizations of the SEL targets used in this study. In addition to this validated assessment, instruments corresponding to these targets are needed.</p> <hd id="AN0139373623-18">4.4 Implications for research and practice</hd> <p>Although the results of our review study do not unravel the relationship between psychosocial health outcomes and the SEL competencies targeted in the programs, they do shed some light on the enhancement of these competencies. Self‐management and relationship skills were the competencies measured to the largest extent in the studies reviewed, and the largest summary effect sizes were found for self‐awareness and social awareness. Further research is necessary to confirm the possibility raised in earlier studies (Domitrovich et al., [<reflink idref="bib27" id="ref116">27</reflink>]; Gravesteijn, [<reflink idref="bib51" id="ref117">51</reflink>]; Rieffe et al., [<reflink idref="bib89" id="ref118">89</reflink>]; Silvia & O'Brien, [<reflink idref="bib100" id="ref119">100</reflink>]) that the development of some SEL competencies targeted in school programs—for example, self‐awareness and social awareness—precedes the development of other competencies. Such research might contribute to insights into the optimal sequence in which SEL competencies should be targeted in school‐based programs for adolescents (Durlak et al., [<reflink idref="bib32" id="ref120">32</reflink>]).</p> <p>As most of the studies reviewed used self‐report measures only, the results of our study are limited to the SEL competencies the students perceived to have. Future research should use various assessment methods, including behavioral observation/skill performance, self‐report, and informant‐report to gain insight into the performance of secondary students' SEL competencies (Duckworth & Yeager, [<reflink idref="bib30" id="ref121">30</reflink>]).</p> <p>In their meta‐analyses on SEL programs, Taylor et al. ([<reflink idref="bib106" id="ref122">106</reflink>]) identified that an increase in social and emotional skills at posttest predicted the positive effects found for psychosocial health outcomes at follow‐up. More insight is still needed to understand the relationship between the different SEL competencies and psychosocial health and between the SEL competencies themselves (Domitrovich, Durlak, Staley, & Weissberg, [<reflink idref="bib28" id="ref123">28</reflink>]; Durlak et al., [<reflink idref="bib32" id="ref124">32</reflink>]; Gravesteijn, [<reflink idref="bib51" id="ref125">51</reflink>]). Such insights could help to ensure that school programs focus on those targets that are vital to achieving the effects they intend and to reduce students' exposure to programs and program targets that are ineffective (Chorpita, Daleiden, & Weisz, [<reflink idref="bib19" id="ref126">19</reflink>]; Embry & Biglan, [<reflink idref="bib37" id="ref127">37</reflink>]; Rotheram‐Borus, Swendeman, & Chorpita, [<reflink idref="bib93" id="ref128">93</reflink>]).</p> <p>As the current study was limited to SEL programs for secondary school students, future research is necessary to gain insight into the SEL targets addressed in programs for younger students (in elementary schools, for example) and to examine the efficacy of those programs on the SEL competencies they target.</p> <hd id="AN0139373623-19">5 CONCLUSION</hd> <p>Universal school‐based programs for secondary school students contribute both to the effective enhancement of SEL competencies addressed in programs' primary learning targets and to psychosocial health. Although most of the programs evaluated in the studies reviewed focused on various SEL competencies, few studies measured effects on all the specific competencies the program claimed to target. The studies also did not fully investigate whether the enhancement of SEL competencies was associated with positive effects on psychosocial health outcomes. The summary effect sizes show that the largest effects at posttest were found for self‐awareness and social awareness. Finally, we recommend that future studies should (a) measure the effects of all the SEL competencies addressed in SEL programs' primary targets, (b) further explore the relationships between the SEL competencies enhanced in school programs, and (c) evaluate the extent to which the enhancement of SEL competencies contributes to psychosocial health.</p> <hd id="AN0139373623-20">ACKNOWLEDGMENTS</hd> <p>This study was financially supported by a research grant (grant number PRO‐4‐43) from SIA, the Taskforce for Applied Research in the Netherlands. SIA was not involved in the research process in any way.</p> <hd id="AN0139373623-21">CONFLICT OF INTERESTS</hd> <p>The authors declare that there are no conflict of interests.</p> <ref id="AN0139373623-22"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref71" type="bt">1</bibl> <bibtext> Ajzen, I. (1991). The theory of planned behavior. 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Items – Name: Title
  Label: Title
  Group: Ti
  Data: Do Universal Social and Emotional Learning Programs for Secondary School Students Enhance the Competencies They Address? A Systematic Review
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22van+de+Sande%2C+Marion+C%2E+E%2E%22">van de Sande, Marion C. E.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7196-7222">0000-0002-7196-7222</externalLink>)<br /><searchLink fieldCode="AR" term="%22Fekkes%2C+Minne%22">Fekkes, Minne</searchLink><br /><searchLink fieldCode="AR" term="%22Kocken%2C+Paul+L%2E%22">Kocken, Paul L.</searchLink><br /><searchLink fieldCode="AR" term="%22Diekstra%2C+René+F%2E+W%2E%22">Diekstra, René F. W.</searchLink><br /><searchLink fieldCode="AR" term="%22Reis%2C+Ria%22">Reis, Ria</searchLink><br /><searchLink fieldCode="AR" term="%22Gravesteijn%2C+Carolien%22">Gravesteijn, Carolien</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Psychology+in+the+Schools%22"><i>Psychology in the Schools</i></searchLink>. Dec 2019 56(10):1545-1567.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 23
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Information Analyses
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Development%22">Emotional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Development%22">Social Development</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health+Programs%22">Mental Health Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Services%22">Psychological Services</searchLink><br /><searchLink fieldCode="DE" term="%22School+Health+Services%22">School Health Services</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Cognition%22">Social Cognition</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1002/pits.22307
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0033-3085
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: While universal school-based social and emotional learning (SEL) programs claim to target various SEL competencies, earlier reviews have not provided a clear overview of the competencies in question. We therefore wished to identify the competencies targeted in SEL programs for secondary school students. We also aimed to examine the effects of these programs on SEL competencies and psychosocial health. The specific SEL competencies directly addressed in the programs' primary learning targets were identified based on the Collaborative for Academic, Social and Emotional Learning (CASEL) framework for SEL. Five bibliographic databases (PubMed, PsychINFO, Education Resources Information Center (ERIC), Applied Science Premier (ASP), and Web of Science) were searched for relevant research papers published between 2014 and 2018. We included 40 studies that investigated 32 programs focusing on two or more SEL competencies. While most programs targeted four or five of the SEL competencies, many of the included studies did not measure the programs' effects on all the competencies targeted. Our results showed that the SEL programs had substantial effects on the SEL competencies they addressed and on psychosocial health. Although the programs focused predominantly on self-management skills and relationship skills, the largest summary effects were found for self-awareness and social awareness.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1232805
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1232805
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  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1002/pits.22307
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
        StartPage: 1545
    Subjects:
      – SubjectFull: Secondary School Students
        Type: general
      – SubjectFull: Emotional Development
        Type: general
      – SubjectFull: Social Development
        Type: general
      – SubjectFull: Mental Health Programs
        Type: general
      – SubjectFull: Psychological Services
        Type: general
      – SubjectFull: School Health Services
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Self Management
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Self Concept
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      – SubjectFull: Social Cognition
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    Titles:
      – TitleFull: Do Universal Social and Emotional Learning Programs for Secondary School Students Enhance the Competencies They Address? A Systematic Review
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