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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.
Authors: Sande, Marion C. E. (AUTHOR), Fekkes, Minne (AUTHOR), Kocken, Paul L. (AUTHOR), Diekstra, René F. W. (AUTHOR), Reis, Ria (AUTHOR), Gravesteijn, Carolien (AUTHOR)
Source: Psychology in the Schools. Dec2019, Vol. 56 Issue 10, p1545-1567. 23p. 4 Charts.
Subjects: Social emotional learning, Secondary school students, Bibliographic databases, Meta-analysis, Information services
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. [ABSTRACT FROM AUTHOR]
Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Do universal social and emotional learning programs for secondary school students enhance the competencies they address? A systematic review.
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  Data: <searchLink fieldCode="AR" term="%22Sande%2C+Marion+C%2E+E%2E%22">Sande, Marion C. E.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fekkes%2C+Minne%22">Fekkes, Minne</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kocken%2C+Paul+L%2E%22">Kocken, Paul L.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Diekstra%2C+René+F%2E+W%2E%22">Diekstra, René F. W.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Reis%2C+Ria%22">Reis, Ria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gravesteijn%2C+Carolien%22">Gravesteijn, Carolien</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Dec2019, Vol. 56 Issue 10, p1545-1567. 23p. 4 Charts.
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  Data: <searchLink fieldCode="DE" term="%22Social+emotional+learning%22">Social emotional learning</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+school+students%22">Secondary school students</searchLink><br /><searchLink fieldCode="DE" term="%22Bibliographic+databases%22">Bibliographic databases</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Information+services%22">Information services</searchLink>
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  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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Dec2019
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