Research points to both immediate and long-lasting effects of social and emotional learning (SEL) in schools.

The Collaborative for Academic, Social and Emotional Learning (CASEL) conducted a meta-analysis of 213 studies to determine the effects of SEL programs for children ages 5-18 (Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011). Their analysis looked at studies of universal programs, meaning they were delivered to all students, not just those with identified problems.

Findings suggest that when children are in positive learning environments where they are taught social and emotional skills, social and emotional learning occurs. That is, there are measurable improvements in their social and emotional competence. Additionally, students who participate in SEL programs show improved attitudes toward school, they feel better about themselves, and they feel better about their teachers and peers. All of this is wonderful, but it’s not the whole story.

They also found that children who participated in SEL programs, compared to similar children who were not in these programs, show more prosocial behavior, they were less likely to feel depressed or anxious, they had fewer behavior problems in the classroom.

Additionally, students who participate in SEL programs did better academically than those who did not, by an average of 11%.

In addition, SEL pays off in the long term. The Seattle Social Development Project conducted a longitudinal nonrandomized control study of 808 first through sixth grade male and female students in 18 schools (Hawkins, Kosterman, Catalano, Hill & Abbott, 2008). Students were 46% Caucasian, 26% African American, 22% Asian, and 6% Other Races, and 56% qualified for free and reduced meals.

These students received social competence instruction and their parents participated in training on practices to use at home to support social competence. Teachers also attended professional learning sessions on classroom instruction and management to support social competence.

At age 21 (15 years after participating in the SEL program) those Seattle young people who received the intervention still outpaced their peers. They showed:

Higher high school graduation and college attendance rates
Better rates of employment and economic status
Better emotional and mental health
Fewer with criminal record and substance abuse problems (for the first 15 years)
Fewer with mental health disorders
Fewer with STDs
Higher number above the median in socioeconomic attainment
Higher number of hours per month in volunteer service

SEL is one of the most cost-effective interventions too. For every $1 invested in SEL per student, the cost-benefit is $3.14 per student (Aos, LIeb, Mayfield, Miller & Pennucci, 2004). Schoolwide, SEL is a cost-effective approach to positive youth development and the reduction of negative behaviors.

What is the evidence for SEL?

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