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Does Universal SEL Promote Academic Success? Examining Learner Outcomes under Routine Conditions in First-Grade Classrooms

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Title: Does Universal SEL Promote Academic Success? Examining Learner Outcomes under Routine Conditions in First-Grade Classrooms
Language: English
Authors: Susan Crandall Hart (ORCID 0000-0003-3762-8232), James C. DiPerna (ORCID 0000-0002-4663-9286), Pui-Wa Lei, Hui Zhao (ORCID 0000-0001-9863-5730), Tianying Sun (ORCID 0009-0005-9232-9237), Xinyue Li, Kyle Husmann (ORCID 0000-0001-9875-8976)
Source: AERA Open. 2024 10(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A170047
Document Type: Journal Articles
Reports - Research
Education Level: Early Childhood Education
Elementary Education
Grade 1
Primary Education
Descriptors: Social Emotional Learning, Academic Achievement, Grade 1, Elementary School Students, Outcomes of Education, Mathematics Achievement, Learning Motivation, Achievement Gains, Program Effectiveness, Program Implementation, Comparative Analysis, Teacher Attitudes, Learner Engagement, Student Characteristics, Cooperative Learning, Rating Scales, Student Evaluation, Classroom Environment
Assessment and Survey Identifiers: Classroom Assessment Scoring System
ISSN: 2332-8584
Abstract: Although proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated in an effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSIS SEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation at pretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: EJ1455210
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Academic Journal
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  Data: Does Universal SEL Promote Academic Success? Examining Learner Outcomes under Routine Conditions in First-Grade Classrooms
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  Data: <searchLink fieldCode="AR" term="%22Susan+Crandall+Hart%22">Susan Crandall Hart</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3762-8232">0000-0003-3762-8232</externalLink>)<br /><searchLink fieldCode="AR" term="%22James+C%2E+DiPerna%22">James C. DiPerna</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4663-9286">0000-0002-4663-9286</externalLink>)<br /><searchLink fieldCode="AR" term="%22Pui-Wa+Lei%22">Pui-Wa Lei</searchLink><br /><searchLink fieldCode="AR" term="%22Hui+Zhao%22">Hui Zhao</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9863-5730">0000-0001-9863-5730</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tianying+Sun%22">Tianying Sun</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9232-9237">0009-0005-9232-9237</externalLink>)<br /><searchLink fieldCode="AR" term="%22Xinyue+Li%22">Xinyue Li</searchLink><br /><searchLink fieldCode="AR" term="%22Kyle+Husmann%22">Kyle Husmann</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9875-8976">0000-0001-9875-8976</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2024 10(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 17
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  Label: Publication Date
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  Data: 2024
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  Data: Institute of Education Sciences (ED)
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+1%22">Grade 1</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Motivation%22">Learning Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gains%22">Achievement Gains</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Implementation%22">Program Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Rating+Scales%22">Rating Scales</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Environment%22">Classroom Environment</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Classroom+Assessment+Scoring+System%22">Classroom Assessment Scoring System</searchLink>
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  Data: 2332-8584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Although proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated in an effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSIS SEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation at pretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions.
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  Data: As Provided
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  Label: IES Funded
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  Label: Entry Date
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  Data: 2025
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  Label: Accession Number
  Group: ID
  Data: EJ1455210
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1455210
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Grade 1
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Learning Motivation
        Type: general
      – SubjectFull: Achievement Gains
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Program Implementation
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Learner Engagement
        Type: general
      – SubjectFull: Student Characteristics
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      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Rating Scales
        Type: general
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Classroom Environment
        Type: general
      – SubjectFull: Classroom Assessment Scoring System
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    Titles:
      – TitleFull: Does Universal SEL Promote Academic Success? Examining Learner Outcomes under Routine Conditions in First-Grade Classrooms
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