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The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis
Open accessAbstract
This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes to produce expected results. Eighty-nine studies reporting the effects of school-based, universal SEL programmes were examined for differential effects on the basis of: (1) stage of evaluation (efficacy or effectiveness); (2) involvement from the programme developer in the evaluation (led, involved, independent); and (3) whether the programme was implemented in its country of origin (home or away). A range of outcomes were assessed including: social-emotional competence, attitudes towards self, pro-social behaviour, conduct problems, emotional distress, academic achievement and emotional competence. Differential gains across all three factors were shown, although not always in the direction hypothesised. The findings from the current study demonstrate a revised and more complex relationship between identified factors and dictate major new directions for the field.
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An update on social and emotional learning outcome research
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“Nonetheless, these interventions are, to date, highly distinct regarding their approach, content, format and dosage (Wigelsworth et al., 2016).”
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Good Intentions Are Not Enough: Centering Equity in School Discipline Reform
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“It has been used in various other meta-analyses with small sample sizes (Wigelsworth et al. 2016; Backx et al. 2012).”
MethodEffective Components of Social Emotional Learning Programs: A Meta-analysis
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“For example, it hypothesized that higher developer involvement was associated with larger effect sizes, but their results did not support their hypothesis (Wigelsworth et al., 2016).”
InfluentialHumphrey, N., Hennessey, A., Wigelsworth, M., Lendrum, A., Pert, K., Joyce, C., Stephens, E., Wo, L., Squires, G., Woods, K. A., et al. (2016) · Journal of School Psychology · doi:10.1016/j.jsp.2016.07.002 · Cited by 105
Self-citationSupporting systemic social and emotional learning with a schoolwide implementation model
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Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum
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Self-citationThe effectiveness of a school-based, universal mental health programme in six European countries
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“, 2017), thus operating as a compensatory mechanism (Wigelsworth et al., 2016).”
BackgroundSocial and emotional learning in primary schools: A review of the current state of evidence
Wigelsworth, M., Verity, L., Mason, C., Qualter, P., & Humphrey, N. (2021) · British Journal of Educational Psychology · doi:10.1111/bjep.12480 · Cited by 103
Self-citationDowling, K., Simpkin, A. J., & Barry, M. M. (2019) · Journal of Youth and Adolescence · doi:10.1007/s10964-019-00987-3 · Cited by 99
A Call for Equity-Focused Social-Emotional Learning
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“However, a meta-study analyses on the effectiveness of SEL education programs points out difficulties in transferring educational practices and materials across different countries and stresses out the importance to examine cultural factors that influence the effectiveness of SEL education (Wiglesworth et al., 2016).”
BackgroundSocial and Emotional Learning: From Conceptualization to Practical Application in a Global Context
Brush, K. E., Jones, S. M., Bailey, R. J., Nelson, B. G., Raisch, N., & Meland, E. A. (2021) · Young people and learning processes in school and everyday life · doi:10.1007/978-3-030-85214-6_3 · Cited by 87
“Research demonstrates that social and emotional skills and competencies are malleable and teachable (Jones & Kahn, 2017) and can be successfully developed and promoted through high-quality SEL programming (Durlak et al., 2011; Sklad et al., 2012; Taylor et al., 2017; Wiglesworth et al., 2016), particularly in educatio…”
BackgroundSchiepe-Tiska, A., Dzhaparkulova, A., & Ziernwald, L. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.518634 · Cited by 92
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Santos, A. C., Simões, C., Melo, M. H. D. S., Santos, M. F., Freitas, I. D. S., Branquinho, C., Cefai, C., & Arriaga, P. (2023) · Educational Research Review · doi:10.1016/j.edurev.2023.100535 · Cited by 58
Propelling the Global Advancement of School Mental Health
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“…programs in schools points to their positive impact on several academic indicators, including reading and math achievement, standardized test scores, school grades, and teacher-rated academic competence (Durlak et al., 2011; Sklad et al., 2012; Taylor et al., 2017; Wiglesworth et al., 2016).”
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A response to constructive criticism of Social and Emotional Learning
Shriver, T. P., & Weissberg, R. P. (2020) · Phi Delta Kappan · doi:10.1177/0031721720917543 · Cited by 48
“…that well-implemented, universal SEL programming, both in and out of school, promotes a broad range of short- and long-term academic and behavioral benefits for K-12 students (Durlak et al., 2011; Durlak, Weissberg, & Pachan, 2010; Sklad et al., 2012; Taylor et al., 2017; Wiglesworth et al., 2016).”
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“This use of WEIRD (Western, Educated, Industrialized, Rich, Democratic) samples may produce biased results not generalizable to other populations (Cheon et al., 2020; Roberts et al., 2020; Wigelsworth et al., 2016).”
BackgroundImpact of emotional development intervention program on subjective well-being of university students
Schoeps, K., de la Barrera, U., & Montoya‐Castilla, I. (2019) · Higher Education · doi:10.1007/s10734-019-00433-0 · Cited by 53
Promoting adolescents’ mental health and wellbeing: evidence synthesis
Kuosmanen, T., Clarke, A. M., & Barry, M. M. (2019) · Journal of Public Mental Health · doi:10.1108/jpmh-07-2018-0036 · Cited by 44
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“This result is in line with that of previous studies, which suggested that higher SEC leads to higher AA [17, 18].”
ResultSocial and Emotional Learning in the Ibero-American Context: A Systematic Review
Martín, F. D. F., Rodríguez, J. M. R., Marín, J. A. M., & García, G. G. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.738501 · Cited by 53
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Meta‐synthesis and comparative meta‐analysis of education research findings: some risks and benefits
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Self-citationPanayiotou, M., Humphrey, N., & Hennessey, A. (2019) · Journal of Educational Psychology · doi:10.1037/edu0000360 · Cited by 38
“…rise in the proportion of SEL trials reporting on implementation in the last two decades (from just 5% in an early review to 69% in a recent meta-analysis; Durlak, 1997; Wigelsworth et al., 2016), most offer only descriptive data (e.g., proportion of sessions delivered, average fidelity ratings).”
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“Large-scale meta-analyses from the United States (Durlak et al., 2011; Taylor et al., 2017) and Europe (Sklad et al., 2012; Wigelsworth et al., 2016) have found that school-based universal SEL interventions have beneficial outcomes on emotion regulation and academic motivation (Korpershoek et al., 2016; Mahoney et al.…”
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Teacher-Level Predictors of the Fidelity of Implementation of a Social-Emotional Learning Curriculum
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“[5] investigating the impact of cultural transferability on the effectiveness of SEL programs, it was still confined to English-speaking countries and continents such as North America, Australia, and Europe.”
BackgroundResultInfluentialCoelho, V. A., & Sousa, V. (2018) · Journal of Youth and Adolescence · doi:10.1007/s10964-018-0897-3 · Cited by 45
Humphrey, N., Hennessey, A., Lendrum, A., Wigelsworth, M., Turner, A., Panayiotou, M., Joyce, C., Pert, K., Stephens, E., Wo, L., et al. (2018) · Public Health Research · doi:10.3310/phr06100 · Cited by 38
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“, Cheung & Slavin, 2016) and/or meta-analyses (e.g., Corcoran et al., 2018; Wigelsworth et al., 2016) that more systematically investigate the relationship between methodology and study effect sizes are an important next step for the SEL research community.”
BackgroundTeachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools
Dyson, B. P., Howley, D., & Shen, Y. (2019) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-02-2019-0024 · Cited by 39
“…dissemination of SEL frameworks, particularly CASEL’s, has led to their continued adoption and implementation, becoming the subject of several meta-analyses (Corcoran et al., 2018; Durlak et al., 2011; Korpershoek et al., 2016; Sklad et al., 2012; Wigelsworth et al., 2016; Taylor et al., 2017).”
BackgroundMaking a Case for Core Components: New Frontiers in SEL Theory, Research, and Practice
Wigelsworth, M., Mason, C., Verity, L., Qualter, P., & Humphrey, N. (2022) · School Psychology Review · doi:10.1080/2372966x.2021.2004863 · Cited by 38
“For example, conclusions as to the overall impact of SEL are mostly drawn from aggregated pupil data stemming from several large-scale and robust meta-analyses of these programmes (e.g. Corcoran et al., 2018; Durlak et al., 2011; Sklad et al., 2012; Taylor et al., 2017; Wigelsworth et al., 2016).”
Self-citationDevelopment and validation of ‘EduSEL’: Educators' Socio-Emotional Learning questionnaire
Hemi, M. E., & Kasperski, R. (2022) · Personality and Individual Differences · doi:10.1016/j.paid.2022.111926 · Cited by 27
Moon, J., Webster, C. A., Mulvey, K. L., Brian, A., Stodden, D. F., Egan, C. A., Ha, T., Merica, C. B., & Beets, M. W. (2024) · Review of Education · doi:10.1002/rev3.3455 · Cited by 28
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“In reference to other prior related studies [1], the associations between key indicators of social emotional competence, as found in this study, would be consistent with several meta-analyses that have shown that there are moderate positive associations among the indicators of social emotional competence [2,3].”
BackgroundResultInfluentialShi, J., Qiu, H. J., & Ni, A. (2023) · Applied Research in Quality of Life · doi:10.1007/s11482-023-10188-7 · Cited by 24
“This framework has been widely cited in SEL interventions and reviews (e.g., Durlak et al., 2011; Sklad et al., 2012; Taylor et al., 2017; Wigelsworth et al., 2016), and has been used as a theoretical construct for scale validation, such as the Delaware Social-Emotional Competency Scale (Mantz et…”
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“…that high-quality SEL interventions can impact positively on a range of outcomes, including social and emotional skills, mental health, school attitudes and academic performance (Corcoran et al. 2018; Durlak et al. 2011; Goldberg et al. 2018; Sklad et al. 2012; Wigelsworth et al. 2016).”
BackgroundInfluentialAshworth, E., Demkowicz, O., Lendrum, A., & Frearson, K. (2018) · School Mental Health · doi:10.1007/s12310-018-9282-3 · Cited by 25
Self-citationShi, J., & Cheung, A. (2022) · The Asia-Pacific Education Researcher · doi:10.1007/s40299-022-00707-9 · Cited by 34
“Consequently, the effect sizes in the current study might be overestimated compared to the studies without the high involvement of curriculum developers (Wigelsworth et al., 2016).”
InfluentialTakizawa, Y., Bambling, M., Matsumoto, Y., Ishimoto, Y., & Edirippulige, S. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1228269 · Cited by 41
Seekles, M. L., Twagira, F., Alam, A. M., & Obasi, A. I. N. (2023) · BMJ Public Health · doi:10.1136/bmjph-2023-000037 · Cited by 26
“4 However, most of this evidence stems from high-income countries (HICs) with individualistic societies 16–18 ; few interventions have been implemented in lower-income and middle-income countries (LMICs).”
Martín, F. D. F., Moreno-Guerrero, A.-J., Marín, J. A. M., & Rodríguez, J. M. R. (2022) · Sustainability · doi:10.3390/su14073755 · Cited by 28
Shi, J., Cheung, A., Zhang, Q., & Tam, W. W. Y. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.102007 · Cited by 24
Turner, A. J., Sutton, M., Harrison, M. J., Hennessey, A., & Humphrey, N. (2019) · Applied Health Economics and Health Policy · doi:10.1007/s40258-019-00498-z · Cited by 21
Social and emotional skills (SES)
Steponavičius, M., Gress-Wright, C., & Linzarini, A. (2023) · OECD education working papers · doi:10.1787/ba34f086-en · Cited by 57
Aber, J. L., Dolan, C. T., Kim, H. Y., & Brown, L. E. (2021) · Development and Psychopathology · doi:10.1017/s0954579420001789 · Cited by 20
“This was in striking contrast to the large and high-quality evidence base of rigorously evaluated interventions to promote both academic learning and SEL in the USA and other western and highincome countries (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Wigelsworth et al., 2016).”
ResultHuman–Animal Interactions and the Promotion of Social and Emotional Competencies: A Scoping Review
Chan, M. C.-H., Schonert-Reichl, K. A., & Binfet, J.-T. (2022) · Anthrozoös · doi:10.1080/08927936.2022.2042080 · Cited by 25
“This is consistent with research findings that, in general, identify SEL programs as effective in promoting the SECs of children and youth (Durlak et al., 2011; Wigelsworth et al., 2016).”
ResultTran, T. D., Nguyen, H. T., Shochet, I. M., Nguyen, N. T., La, N., Wurfl, A. M., Orr, J. A., Nguyen, H. T. M., Stocker, R., & Fisher, J. (2023) · Cambridge Prisms Global Mental Health · doi:10.1017/gmh.2023.66 · Cited by 23
“However, some trials of programmes adopted and implemented in other countries had smaller effect sizes than those implemented within the country of development (Wigelsworth et al., 2016).”
What does the social and emotional learning interventions (SEL) tell us? A meta-analysis
AĞIRKAN, M., & Ergene, T. (2022) · Revista de Psicodidáctica (English ed ) · doi:10.1016/j.psicoe.2022.02.002 · Cited by 19
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The effectiveness of Promoting Alternative Thinking Strategies program: A meta-analysis
Shi, J., Cheung, A., & Ni, A. (2022) · Frontiers in Psychology · doi:10.3389/fpsyg.2022.1030572 · Cited by 30
“70 (Durlak et al., 2011; Sklad et al., 2012; Wigelsworth et al., 2016; Taylor et al., 2017; Blewitt et al., 2018; Corcoran et al., 2018; Yang et al., 2019; Murano et al., 2020), whereas the effect size of this review was only about 0.”
BackgroundResultInfluentialK12 Beceriler Çerçevesi: Türkiye Bütüncül Modeli Bağlamında Sosyal Duygusal Öğrenme Becerileri
Özhan, M. B., Taşgın, A., & Kandırmaz, M. (2023) · Milli Eğitim Dergisi · doi:10.37669/milliegitim.1308964 · Cited by 20
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Lovett, J. M., Schonert-Reichl, K. A., Zinsser, K. M., & Lawlor, M. S. (2024) · Frontiers in Education · doi:10.3389/feduc.2024.1444588 · Cited by 20
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“Previous meta-analytic reviews have found that SEL can significantly improve social emotional skills, but the effect sizes vary widely from 0.17 to 0.70 (Durlak et al., 2011; Shi & Cheung, 2024; Wigelsworth et al., 2016).”
InfluentialMcCoy, D. C., & Hanno, E. C. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1011039 · Cited by 19
“School-based social–emotional learning (SEL) supports – including direct instruction in SEL strategies and/or teacher training in positive behavior management and stress reduction – have been shown to meaningfully improve children’s social–emotional wellbeing and mental health (Durlak et al., 2011; Wigelsworth et al.,…”
BackgroundFundamental Themes in Social–Emotional Learning: A Theoretical Framework for Inclusivity
Dussault, M., & Thompson, R. B. (2024) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph21040506 · Cited by 32
“Some studies speak of “social–emotional learning” as the field as a whole, while only citing CASEL’s framework [17–20].”
BackgroundAbility emotional intelligence and children’s behaviour in the playground
Qualter, P., Urquijo, I., Henzi, S. P., Barrett, L., & Humphrey, N. (2018) · Social Development · doi:10.1111/sode.12340 · Cited by 21
AĞIRKAN, M., & Ergene, T. (2021) · Erzincan Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17556/erziefd.822759 · Cited by 15
Bermejo‐Martins, E., López‐Dicastillo, O., & Mujika, A. (2017) · Journal of Advanced Nursing · doi:10.1111/jan.13402 · Cited by 16
“Most interventions have shown a lack of a rigorous methodological and theoretical frameworks, inadequate measures of outcomes, no medium- and long-term-follow-up and limited evaluation of implementation processes and social validity, all of which are crucial aspects to make these programmes useful in real practice (Hu…”
BackgroundBermejo‐Martins, E., Mujika, A., Iriarte‐Roteta, A., Pumar‐Méndez, M. J., Belintxon, M., Ruiz‐Zaldibar, C., & López‐Dicastillo, O. (2019) · Journal of Advanced Nursing · doi:10.1111/jan.14024 · Cited by 15
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., McCarthy, M. F., et al. (2023) · doi:10.31219/osf.io/mk35u · Cited by 15
Dyson, B. P., Shen, Y., Howley, D., & Baek, S. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1100667 · Cited by 34
Lee, J. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.102090 · Cited by 14
Social and emotional learning for the greater good: Expanding the circle of human concern
Chowkase, A. A. (2023) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2023.100003 · Cited by 28
FRIENDS for life : Evaluation report and executive summary.
Wigelsworth, M., Squires, G., Birchinall, E., Kalambouka, A., Lendrum, A., Black, L., Troncoso, P., Santos, J., Ashworth, E., & Britteon, P. (2018) · Research Explorer (The University of Manchester) · Cited by 14
Self-citationCarpendale, E. J., Green, M. J., Dix, K., Tzoumakis, S., Williams, K. E., White, S. L. J., Carr, V. J., & Laurens, K. R. (2025) · Journal of School Psychology · doi:10.1016/j.jsp.2025.101447 · Cited by 20
Shankland, R., Haag, P., Tessier, D. P., Buchs, C., El-Jor, C., & Mazza, S. (2024) · Journal of Epidemiology and Population Health · doi:10.1016/j.jeph.2024.202750 · Cited by 18
Humphrey, N. (2023) · Issues in clinical child psychology · doi:10.1007/978-3-031-20006-9_2 · Cited by 14
Ledezma, A. B. A., Massar, K., & Kok, G. (2020) · Health Promotion International · doi:10.1093/heapro/daaa114 · Cited by 15
“Programs based on this approach comprise systematic lessons which foster children’s capacities’ development, enabling recognition and management of emotions, empathic views, establishment of personal and group goals, positive problem solving, as well as a range of inter- and intra-personal skills, including ethical de…”
BackgroundResultCarpendale, E. J., Green, M. J., White, S. L. J., Williams, K. E., Tzoumakis, S., Watkeys, O. J., Harris, F., O’Hare, K., Carr, V. J., & Laurens, K. R. (2025) · British Journal of Educational Psychology · doi:10.1111/bjep.12735 · Cited by 11
“…and secondary school SEL programs on academic performance immediately post-intervention ( d = .27 to .46) (Durlak et al., 2011; Sklad et al., 2012; Wigelsworth et al., 2016) and at follow-up of at least 6 months ( d = .26 to .33) (Durlak et al., 2011; Sklad et al., 2012; Taylor et al., 2017).”
Duane, A. M., Caouette, J. D., Morris, K. S., Metzger, A. N., & Shapiro, V. B. (2025) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2025.100082 · Cited by 11
“I would add”: Educational Leaders’ Understanding of SEL During a Statewide Community of Practice
Eldeeb, N., Duane, A. M., Greenstein, J. E., Nuñez, A., Lee, J., Jones, T. M., & Shapiro, V. B. (2025) · Educational Administration Quarterly · doi:10.1177/0013161x251350455 · Cited by 12
Positive Youth Development and Prosocial Behavior: A Systematic Review and Multilevel Meta‐Analysis
Meulenbeek, K., Loheide‐Niesmann, L., Spagnuolo, F., & Cima, M. (2025) · Journal of Adolescence · doi:10.1002/jad.70040 · Cited by 17
Ashworth, E., Humphrey, N., Lendrum, A., & Hennessey, A. (2019) · Psychology in the Schools · doi:10.1002/pits.22312 · Cited by 11
Self-citationSidera, F., Rostán, C., Collell, J., & Agell, S. (2020) · Universitas Psychologica · doi:10.11144/javeriana.upsy18-4.apas · Cited by 11
“Otros metaanálisis posteriores confirman los posibles beneficios para los niños y adolescentes de los programas que enseñan habilidades socioemocionales (ver, por ejemplo, Taylor, Oberle, Durlak, & Weissberg 2017; Wiglesworth et al., 2016).”
BackgroundSmolkowski, K., Marquez, B., Marquez, J., Vincent, C. G., Pennefather, J. T., Walker, H. M., & Strycker, L. A. (2022) · Psychology in the Schools · doi:10.1002/pits.22710 · Cited by 19
¿Qué significan las intervenciones de aprendizaje social y emocional (SEL)? Un meta-análisis
AĞIRKAN, M., & Ergene, T. (2022) · Revista de Psicodidáctica · doi:10.1016/j.psicod.2022.01.001 · Cited by 10
Arteaga-Cedeño, W. L., Carbonero, M. Á., Antón, L. J. M., Molinero-González, P., & Valdivieso-León, L. (2025) · Acta Psychologica · doi:10.1016/j.actpsy.2025.104739 · Cited by 10
Zagni, B., Ryzin, M. J. V., Ianes, D., & Scrimin, S. (2025) · European Journal of Education · doi:10.1111/ejed.70166 · Cited by 10
Social and emotional learning in education and care policy in Croatia
Ljubetić, M., & Maglica, T. (2020) · International Journal of Evaluation and Research in Education (IJERE) · doi:10.11591/ijere.v9i3.20495 · Cited by 10
“Regarding the educational setting from kindergarten up to high school, studies are consistently documenting a significant positive impact of social-emotional programs on students' behaviour including improved social-emotional competence across the five SEL competencies [2], but also better classroom behaviour, improve…”
Background
Metadata
- Authors
- Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., Tate, K., & Emery, C.
- Affiliations
- University of Manchester (GB)
- Manchester Metropolitan University (GB)
- Corresponding author
- Wigelsworth, M.
- Venue
- Cambridge Journal of Education
- Publisher
- Informa UK Limited
- Published
- 2016-07-02
- Volume
- 46
- Issue
- 3
- Pages
- 347-376
- ISSN
- 0305-764X (ISSN-L)
- 1469-3577
- OpenAlex
- W2465240660
- Cited by
- 263
- References
- 172
- Citations by year
- 2026: 24 · 2025: 33 · 2024: 25 · 2023: 40 · 2022: 37 · 2021: 26 · 2020: 21 · 2019: 20 · 2018: 28 · 2017: 5 · 2016: 4
- FWCI
- 7.37
- Type
- journal article
- Language
- en
- Open access
- Licence
- other-oa
- Locations
- Cambridge Journal of Education (publishedVersion)
- Research Explorer (The University of Manchester) (publishedVersion, other-oa)
- e-space (Manchester Metropolitan University) (submittedVersion)
- Funders
- University of Manchester
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Education › Social Skills and Education
- Keywords
- social-emotional learning, program evaluation, efficacy versus effectiveness, socioemotional skills, prosocial behavior, conduct problems, emotional distress, academic performance, emotional competence
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