A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents

Durlak, Joseph A.; Weissberg, Roger P.; Pachan, Molly

doi:10.1007/s10464-010-9300-6

Cited by 1,216Youth Development and Social SupportSocial Skills and EducationEarly Childhood Education and Development

A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents

Durlak, Joseph A., Weissberg, Roger P., Pachan, Molly·2010·American Journal of Community Psychology

DOI 10.1007/s10464-010-9300-6

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Abstract

A meta‐analysis of after‐school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self‐perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors. The presence of four recommended practices associated with previously effective skill training (SAFE: sequenced, active, focused, and explicit) moderated several program outcomes. One important implication of current findings is that ASPs should contain components to foster the personal and social skills of youth because youth can benefit in multiple ways if these components are offered. The second implication is that further research is warranted on identifying program characteristics that can help us understand why some programs are more successful than others.

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Durlak et al. (2010) found support for moderation on four outcomes for programs using SAFE practices.
“They also examined several moderator variables and found support for moderation on four outcomes for programs that used specific practices (i.e., SAFE: sequenced, active, focused, and explicit) compared to those that did not use those practices.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
Durlak et al. 2010 sometimes failed to adjust for baseline differences and did not require baseline control or demonstrated equivalence.
“Durlak and colleagues, furthermore, did not adjust for pre-test differences in all cases and did not require that studies control for pre-test differences or demonstrate pre-test equivalence.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
The review's inclusion of substance-use measures within externalizing behavior helped explain its divergence from Durlak et al. 2010.
“We included substance use measures in the construct of externalizing behaviors whereas (Durlak et al. 2010) separated substance use, for which they found no significant effect, from other externalizing behaviors.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
Durlak et al. (2010) found no significant effects on drug use and school attendance.
“but no significant effects on drug use and school attendance”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
Durlak et al. (2010) found an overall positive and statistically significant effect of after-school programs across all outcomes examined.
“In a meta-analysis of after-school programs (Durlak et al. 2010) found an overall positive and statistically significant effect of after-school programs across all outcomes examined (d = 0.22, CI 0.16, 0.29).”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010

The current review included different studies than Durlak et al. 2010 because of slightly different inclusion criteria and a more recent search.
“Finally, the current review included different studies than the Durlak review based on slightly different inclusion criteria and more recent search for studies.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
Durlak et al. 2010 assigned an effect size of zero for non-significant outcomes lacking sufficient data, a procedure that can bias results.
“Also, Durlak and colleagues estimated an effect size of zero for all outcomes when the primary study authors reported the result as non-significant and did not report enough data to calculate a true effect size.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
Because 65% of Durlak et al.'s included studies were quasi-experiments, lack of baseline adjustment could over- or under-estimate effects.
“This is problematic because, although all included studies in Durlak et al.’s review used a comparison group, 65 % of the included studies were quasi-experiments and thus potentially suffered from selection bias. Without adjusting for baseline differences, the effects could be over- or under-estimated.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
The review's results conflict with Durlak et al. 2010's positive problem-behavior finding, but agree with their null drug-use and attendance findings and with Zief et al. 2006's null behavior and attendance findings.
“These results contradict (Durlak et al. 2010) findings of significant effects on problem behaviors [ES 0.19, CI (0.10, 0.27)], but corroborate Durlak and colleagues’ findings of non-significant effects on drug use and school attendance, and (Zief et al. 2006) findings of no effects on behavior and school attendance.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
After-school program studies still underreport participant demographics, including socio-economic status, race, and gender.
“Although (Durlak et al. 2010) review called for the reporting of participant demographic information such as socio-economic status, race, and gender, this information continues to be underreported.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
Earlier reviews and primary studies indicate that features of programs and participants could moderate the effects of after-school programs.
“Prior reviews and primary research suggest that program and participant characteristics may moderate effects of after-school programs, such as program quality and characteristics (Simpkins et al. 2004; Lauer et al. 2006; Durlak et al. 2010)”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
Since 2007, more after-school program studies have used randomization.
“However, since 2007, when prior reviews concluded their search (Durlak et al. 2010; Roth et al. 2010), more after-school program studies have used randomization.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
Any of the procedures used by Durlak et al. 2010 could have biased effect size estimates and explain the difference between the two reviews.
“Any of these procedures could have resulted in a bias of the effect size estimates and could explain the difference in the meta-analytic results between the two reviews.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
The attendance evidence aligns with earlier quantitative and narrative reviews.
“For school attendance, the evidence from this review converges with prior quantitative and narrative reviews.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010

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Promoting Physical Activity Through Youth Sports Programs: It’s Social
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SEL-Focused After-School Programs
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Exploring the Relationship Between Chinese EFL Students' Grit, Well-Being, and Classroom Enjoyment
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Consumers’ Intention toward Mitigation of Plate Waste Behaviour in Restaurants – Development of Conceptual Model
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Students' Attitudes Toward Science as Predictors of Gains on Student Content Knowledge: Benefits of an After‐School Program
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A Typology of Youth Civic Engagement in Urban Middle Schools
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Emotional well-being of children and adolescents
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Teachers’ emotional intelligence : the impact of training
Dolev, N., & Leshem, S. (2016) · OAR@UM (University of Malta) · Cited by 70 · see citing works
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Educación emocional y bienestar: por una práctica científicamente fundamentada
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The Association between Health Behaviours and Academic Performance in Canadian Elementary School Students: A Cross-Sectional Study
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How prevention curricula are taught under real‐world conditions
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Why Trust Matters: How Confidence in Leaders Transforms What Adolescents Gain From Youth Programs
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The Impact of After-School Programs that Promote Personal and Social Skills.
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Self-citation
A meta‐analysis of the effects of after‐school programmes among youth with marginalized identities
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Executive Summary
Durlak, J. A., Weissberg, R. P., Durlak, J. A., Roger, P., & Weissberg, P. (2007)
Self-citation
Research Insights: Can After-School Programs, as a Source of Socio-Emotional Learning, Help to Improve Adolescents Behaviors and Academic Outcomes?
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Specific Features of After‐School Program Quality: Associations with Children’s Functioning in Middle Childhood
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Authors: Durlak, J. A., Weissberg, R. P., & Pachan, M.
Affiliations: Loyola University Chicago (US)
University of Illinois Chicago (US)
Corresponding author: Durlak, Joseph A.
ORCID: Durlak, Joseph A.
Weissberg, Roger P.
Venue: American Journal of Community Psychology
Publisher: Wiley
Published: 2010-03-19
Volume: 45
Issue: 3-4
Pages: 294-309
ISSN: 0091-0562 (ISSN-L)
1573-2770
DOI: 10.1007/s10464-010-9300-6
OpenAlex: W2017307913
Cited by: 1,216
References: 98
Citations by year: 2026: 51 · 2025: 88 · 2024: 75 · 2023: 83 · 2022: 81 · 2021: 99 · 2020: 102 · 2019: 119 · 2018: 77 · 2017: 81 · 2016: 88 · 2015: 71 · 2014: 62 · 2013: 66 · 2012: 38
FWCI: 19.23
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: American Journal of Community Psychology (publishedVersion)
PubMed (publishedVersion)
Funders: William T. Grant Foundation
Topics: Social Sciences › Safety Research › Youth Development and Social Support
Social Sciences › Education › Social Skills and Education
Social Sciences › Education › Early Childhood Education and Development
Keywords: after-school programs, personal and social skills, self-perception, school connectedness, social behavior, academic performance, behavioral problems, skills training, program effectiveness, children and adolescents
MeSH terms: Adolescent, Child, Child Development, Humans, Schools, Self Concept, Social Adjustment, Social Behavior, Adolescent Development

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A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents

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