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Abstract

Universal school-based social and emotional Learning (SEL) programs are designed to provide structured learning opportunities for all students during the regular school time to advance their social, emotional, and academic development. This systematic review and meta-analysis reviewed 40 empirical studies (n = 40) conducted between 2008 and 2020 and explored the effect of SEL programs on students’ academic achievement across first through twelfth grade. The analysis involved 33,737 students and 76 effect sizes (k = 76) related explicitly to academic achievement. Findings reveal that students in grades 1–12 who participated in universal school-based SEL programs demonstrated better academic achievement (g = .101) compared to those who did not participate. Analyses further confirmed that student standardized test scores and grade point averages are improved by participating in SEL programs and that student test scores are the most proximal and accurate estimate of the effects of an SEL program on student achievement. Furthermore, students showed significantly improved achievement in both literacy and math across grades 1–12, suggesting the impact of SEL across academic domains. Implications for addressing the academic achievement gap through SEL programs are discussed.

Keywords

social and emotional learning (SEL)child and adolescent development meta-analysis systematic review achievement

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Disentangling the Effects of Social and Emotional Learning Programs on Student Academic Achievement Across Grades 1–12: A Systematic Review and Meta-analysis

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