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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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Universal Mental Health Promotion and Prevention Programs for Students
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“…have been critical of the level of rigor of many SEL and SEC studies [18], asserting that the positive findings from meta-analyses may be overestimated or that the speed of SEL program adoption may exceed the generation of knowledge and understanding of how to maintain positive outcomes [19].”
de Chaisemartin, C., & Nicolás Navarrete, H. (2022) · Journal of Labor Economics · doi:10.1086/720455 · Cited by 10
“…on universal interventions delivered to the whole class rather than to a selected group of students (see Durlak et al. 2011; Sklad et al. 2012; Wigelsworth et al. 2016; Taylor et al. 2017; Corcoran et al. 2018) or include both universal and selected interventions but do not report effects…”
InfluentialAnthony, C. J., Ogg, J. A., & Jenkins, L. N. (2021) · Journal of School Psychology · doi:10.1016/j.jsp.2021.02.007 · Cited by 12
Guilbaud, P., Sanders, C., Hirsch, M. J., & Guilbaud, T. C. (2022) · Lecture notes in computer science · doi:10.1007/978-3-031-05939-1_29 · Cited by 10
Wigelsworth, M., Mason, C., Verity, L., Humphrey, N., & Qualter, P. (2023) · School Mental Health · doi:10.1007/s12310-023-09585-y · Cited by 16
Self-citationTodesco, M., Breman, J., Haryanto, N. N., Kok, G., & Massar, K. (2023) · Frontiers in Public Health · doi:10.3389/fpubh.2023.1254717 · Cited by 9
Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP
Hassani, S., Jakob, K., Schwab, S., Hellmich, F., Löper, M. F., & Görel, G. (2023) · Education 3-13 · doi:10.1080/03004279.2023.2267584 · Cited by 12
“Offering training is advisable as the quality of implementation affects SEL intervention results (Bradshaw, Waasdorp, and Leaf 2015; Durlak and DuPre 2008; Humphrey, Barlow, and Lendrum 2018; Wigelsworth et al. 2016).”
Albritton, K., Stuckey, A., Klatka, K., & Cruz, K. (2024) · Journal of School Psychology · doi:10.1016/j.jsp.2024.101344 · Cited by 11
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Schonert-Reichl, K. A. (2022) · Elsevier eBooks · doi:10.1016/b978-0-12-818630-5.14010-2 · Cited by 14
A Research Review of the Zones of Regulation Program
Mason, B. K., Leaf, J. B., & Gerhardt, P. F. (2023) · The Journal of Special Education · doi:10.1177/00224669231170202 · Cited by 10
Raimundo, R., Oliveira, S., Roberto, M. S., & Pinto, A. M. (2024) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph21091223 · Cited by 19
“Third, the data show that gender moderated the effect of the program on emotional knowledge, with girls with lower baseline levels improving more than boys, and on social problems, with girls with medium SES retreating more than boys.”
BackgroundResultInfluentialThe Learning to Be Project: An Intervention for Spanish Students in Primary Education
Resurrección, D. M., Jiménez, Ó., Campos, E. M., & Ruiz-Aranda, D. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.632617 · Cited by 11
Contreras-Saavedra, C., Lozano-Peña, G., Sáez-Delgado, F., López-Angulo, Y., Mella-Norambuena, J., & Ramos-Huenteo, V. (2023) · Aula de encuentro: Revista de investigación y comunicación de experiencias educativas · doi:10.17561/ae.v25n2.7391 · Cited by 20
Ashworth, E., Thompson, J., & Saini, P. (2024) · British Journal of Educational Psychology · doi:10.1111/bjep.12683 · Cited by 7
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“…to academic achievement, the development of social–emotional and behavioural skills, and overall well-being (Boncu et al., 2017; Blewitt et al., 2018; Charlton et al., 2021; Collie et al., 2012; Collie, 2020; Corcoran et al., 2018; Durlak et al., 2011; Grant et al., 2017; Wigelsworth et al., 2016).”
Chen‐Bouck, L., Patterson, M. M., & Peng, A. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1454886 · Cited by 7
Connolly, P., Miller, S. J., Hanratty, J., Roberts, J., & Sloan, S. (2018) · Campbell Systematic Reviews · doi:10.1002/cl2.210 · Cited by 17
“…and emotional learning (SEL) programmes (Browne, Gafni, Roberts, Byrne, & Majumdar, 2004; Clarke, Hussein, Morreale, Field, & Barry, 2015; Durlak et al., 2011; Payton et al., 2008; Sklad et al., 2012; Taylor, Oberle, Durlak, & Weissberg, 2017; Wigelsworth et al., 2016; Wilson & Lipsey, 2007).”
BackgroundInfluentialPeddigrew, E., Andrews, N. C. Z., Al-Jbouri, E., Fortier, A., & Weaver, T. (2022) · Canadian Journal of Community Mental Health · doi:10.7870/cjcmh-2022-019 · Cited by 8
“Short-term benefits include increased academic achievement, decreased problem behaviours, improved student relationships, and more positive classroom climates (Elias, 1997; Payton et al., 2008; Sklad, et al., 2012; Wigelsworth et al., 2016).”
BackgroundCoelho, V. A., Marchante, M., & Brás, P. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1172517 · Cited by 13
“Social and emotional learning programs Several meta-analyses of SEL programs have provided robust evidence for the efficacy of SEL interventions (Durlak et al., 2011; Wigelsworth et al., 2016; Taylor et al., 2017).”
BackgroundResultInfluentialGetting along with others as an educational goal
Morrison, J., Reilly, J., & Ross, S. M. (2019) · Journal of Research in Innovative Teaching & Learning · doi:10.1108/jrit-03-2019-0042 · Cited by 7
Akademik Başarıya Giden Yol: Sosyal-Duygusal Öğrenme
Korkmaz, B. C., & Karaman, N. G. (2023) · Ankara Universitesi Egitim Bilimleri Fakultesi Dergisi · doi:10.30964/auebfd.1258547 · Cited by 6
O’Brien, A., Panayiotou, M., Santos, J., Hamilton, S., & Humphrey, N. (2025) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2025.100112 · Cited by 8
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AĞIRKAN, M., & HASPOLAT, N. K. (2025) · Cambridge Journal of Education · doi:10.1080/0305764x.2025.2502944 · Cited by 6
Muser, J., Whitten, T., Virgara, J. L., Connell, N. M., & Tzoumakis, S. (2025) · International Journal of Behavioral Development · doi:10.1177/01650254251361872 · Cited by 6
“Finally, a reference search of previous systematic reviews on SEL program effectiveness was conducted (Clarke et al., 2021; Durlak et al., 2022; Wigelsworth et al., 2016).”
InfluentialLechner, V., Ortelbach, N., Peter, C., & Scheithauer, H. (2022) · International Journal of Developmental Science · doi:10.3233/dev-220335 · Cited by 8
Lacey, A. J., Banerjee, R. A., & Lester, K. J. (2024) · Psychology in the Schools · doi:10.1002/pits.23147 · Cited by 6
Huo, M., & Ning, B. (2024) · British Journal of Psychology · doi:10.1111/bjop.12751 · Cited by 6
Emergency Remote Teaching and Social–Emotional Learning: Examining Gender Differences
Avissar, N. (2023) · Sustainability · doi:10.3390/su15065256 · Cited by 7
“Numerous studies and several meta-analyses [16,17] have discovered an improvement in these spheres.”
BackgroundHumphrey, N. (2018) · Plenum series on human exceptionality · doi:10.1007/978-3-319-90633-1_8 · Cited by 6
Ledezma, A. B. A., Massar, K., & Kok, G. (2020) · Education Sciences · doi:10.3390/educsci10090251 · Cited by 8
“Although most of SEL-programs have been implemented in the United States and Northern countries, socio-emotional skills lessons were adopted worldwide in school classrooms [16].”
BackgroundAshworth, E., McCarthy, M., Wynne, S., Robinson, J., McKay, S., Lane, S., Richardson, G., Boardman, N., Henderson, K., Crosbie, V., et al. (2024) · PLoS ONE · doi:10.1371/journal.pone.0302873 · Cited by 6
Swierad, E., & Williams, O. A. (2023) · Education Sciences · doi:10.3390/educsci13121250 · Cited by 5
Takizawa, Y., Zhou, X., Krishnamoorthy, G., March, S., Slee, P. T., Pill, S., Agnew, D., O’Dea, B., Wang, T., Han, W., et al. (2025) · Journal of Telemedicine and Telecare · doi:10.1177/1357633x251352904 · Cited by 5
Hennessey, A., MacQuarrie, S., Pert, K., Mason, C., & Verity, L. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1675773 · Cited by 9
DiPerna, J. C., Hart, S. C., Lei, P., Sun, T., Hui, Z., Husmann, K., & Li, X. (2023) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2023.2279124 · Cited by 7
“Further, Wigelsworth et al. (2016) noted that greater effects were reported for most outcomes when studies were conducted under efficacy compared to effectiveness conditions.”
Hart, S. C., DiPerna, J. C., Lei, P., Hui, Z., Sun, T., Li, X., & Husmann, K. (2024) · AERA Open · doi:10.1177/23328584241262746 · Cited by 8
“…for training and implementation), but its current published evidence base lacks academic outcome data from an effectiveness trial (i.e., evaluation under routine conditions including the everyday practices, staff, and resources that would be normally available in schools; Wigelsworth et al., 2016).”
Coelho, V. A., Romão, A. M., Silva, P. R., & Saldanha, S. (2021) · Revista de Psicodidáctica · doi:10.1016/j.psicod.2021.04.001 · Cited by 5
Ashworth, E., Humphrey, N., & Hennessey, A. (2020) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2019.1689592 · Cited by 5
“…when a wealth of evidence already exists regarding the intervention’s efficacy in its country of origin, but it has not previously been rigorously tested within the local culture, as decreases in effectiveness are often identified once an intervention is exported (Wigelsworth et al., 2016).”
BackgroundInfluential“Time to be free”: Playful agency in LOVE 's in‐school programme for at‐risk youth
Hausfather, N., Montreuil, M., Ménard, J., & Carnevale, F. A. (2023) · Children & Society · doi:10.1111/chso.12803 · Cited by 6
Martín, F. D. F., Díaz, I. A., Reche, M. P. C., & Trujillo-Torres, J.-M. (2024) · Humanities and Social Sciences Communications · doi:10.1057/s41599-023-02238-0 · Cited by 10
Martín, F. D. F., Lucena, F. J. H., Díaz, I. A., & Reche, M. P. C. (2024) · Educación XX1 · doi:10.5944/educxx1.34579 · Cited by 4
“…última década (Corcoran et al., 2018; Durlak et al., 2010, 2011; Jagers et al., 2015; Murano et al., 2020; Sabey et al., 2017; Taylor et al., 2017; Wigelsworth et al., 2016; Yang et al., 2019), e igualmente favorece el aumento de la cantidad y calidad de la limitada producción científica sobre la…”
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“…the impact that a good or a poor implementation has on the effectiveness of the programs (Durlak and DuPre 2008; Lendrum and Humphrey 2012; Mendive et al. 2016; Peterson 2016; Wigelsworth et al. 2016), data on implementation is often disregarded in RCTs because they are run on a small scale.”
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Coelho, V. A., & Sousa, V. (2020) · International Journal of Developmental and Educational Psychology Revista INFAD de psicología · doi:10.17060/ijodaep.2020.n1.v2.1863 · Cited by 4
Aradhya, A. B. S., & Parameswaran, S. (2023) · Revista Romaneasca pentru Educatie Multidimensionala · doi:10.18662/rrem/15.2/717 · Cited by 4
Sozioemotionale Charakteristika und Bildung
Becker, M. (2024) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-024-01217-8 · Cited by 4
Exploring SEL Around the Globe
Özdemir, N. K., & Kanzaki, M. (2025) · Education science, evidence, and the public good · doi:10.1007/978-3-031-84591-8_3 · Cited by 4
The politicization of and misinformation about social-emotional learning
Herrera, L. J. P. (2025) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2025.100141 · Cited by 3
Cook, L. D., Wigelsworth, M., Fletcher, B. A., Ferguson, T., Cole, S. M., & McCalla, R. (2022) · World sustainability series · doi:10.1007/978-3-031-04764-0_18 · Cited by 3
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Clancy, A., O’Connor, M., Murphy, E., Connaughton, L., & O’Reilly, G. (2024) · School Psychology International · doi:10.1177/01430343231216971 · Cited by 2
“Furthermore, a lack of cultural adaptability can lessen the effectiveness of school-based programs (Wigelsworth et al., 2016), and evidence-based programs cannot be assumed to work across contexts (Berry et al., 2016).”
Inclusion and equity in Israeli education: the Mizrahi perspective
Avissar, N. (2025) · Discover Global Society · doi:10.1007/s44282-025-00150-3 · Cited by 3
“Numerous studies and meta-analyses (e.g., [26, 27]) consistently show that SEL-based interventions improve outcomes in these areas.”
Pranowo, T. A., Astuti, B., & Setiawati, F. A. (2026) · The Open Psychology Journal · doi:10.2174/0118743501427835251205065937 · Cited by 2
Alemdar, M., & Aşıkcan, M. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1814578 · Cited by 3
“…SEL programmes strengthen intrapersonal and interpersonal skills [Organisation for Economic Co-operation and Development (OECD), 2021; Wigelsworth et al., 2016], enhance mental health and emotional wellbeing (Dray et al., 2017), and reduce bullying, victimization, and violence in…”
Social and Emotional Learning Programs and Students’ Prosocial Behavior: A Meta-Analysis
Hung, C., Brass, N. R., Brockmeier, L., Bergin, C. C., Imler, M. H., & Luper, S. (2026) · Review of Educational Research · doi:10.3102/00346543261438462 · Cited by 6
Fava, D. C., Ujihara, M. M. H., Molina, M., Ghedin, D. A. M., & Marin, A. H. (2020) · Contextos Clínicos · doi:10.4013/ctc.2020.131.11 · Cited by 2
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Korpershoek, H., Mouw, J. M., & de Boer, H. (2022) · Routledge eBooks · doi:10.4324/9781003275312-22 · Cited by 3
Linnansaari, A., Schreuders, M., Kunst, A. E., SILNE-R -study group, Rimpelä, A., Kinnunen, J. M., Lorant, V., Grard, A., Mélard, N., Robert, P.-O., et al. (2022) · Implementation Science Communications · doi:10.1186/s43058-022-00362-7 · Cited by 2
Hanratty, J., Miller, S. J., Rodríguez, L., Connolly, P., Roberts, J., Sloan, S., Brennan‐Wilson, A., Bradshaw, D., Coughlan, C., Gleghorne, N., et al. (2023) · Campbell Systematic Reviews · doi:10.1002/cl2.1346 · Cited by 1
“conditions and often led by the programme developer resulting in greater effects than effectiveness trials conducted under more ‘real world’ conditions (Wigelsworth et al., 2016).”
BackgroundBerger, R., Benatov, J., Karna, A., Wu, R., Tarrasch, R., van Schaik, S. D. M., & Brenick, A. (2024) · Early Education and Development · doi:10.1080/10409289.2024.2360883 · Cited by 4
“…contribute to experiencing compassion. interventions, specifically regarding prosociality and positive social development outcomes, are inconsistent (Wigelsworth et al., 2016), small in effect (Durlak et al., 2011, 2022; Taylor et al., 2017), or based on results of questionable evidence (Sabey et…”
BackgroundMeasuring teacher beliefs about factors that promote Classroom Social and Emotional Learning (CSEL)
Sharma, M. K., Chakraborty, A., & Singh, N. C. (2024) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2024.100049 · Cited by 5
Impact of SEL intervention ‘Lead Well’ on teacher SEL development: Insights from a field study
Aradhya, A. B. S., Parameswaran, S., & Yadati, N. (2025) · Forum for education studies. · doi:10.59400/fes2164 · Cited by 2
“Numerous meta-analyses have shown that SEL programs taught by class teachers can promote the development of social-emotional competencies [53–55].”
The role of schools in promoting children’s mental health
Humphrey, N. (2017) · doi:10.1057/978-1-137-54747-7_9 · Cited by 2
Coelho, V. A., Romão, A. M., Silva, P. R., & Saldanha, S. (2021) · Revista de Psicodidáctica (English ed ) · doi:10.1016/j.psicoe.2021.04.001 · Cited by 2
Teachers’ Perspectives and Experiences of Social Emotional Learning in a Secondary School in Qatar
Al‐Wattary, N. (2021) · doi:10.7176/jep/12-36-01 · Cited by 2
“Therefore, there is a need to understand teachers’ perspectives in order to understand how does SEL work rather than focusing on does SEL work? (Wigelsworth et al., 2016).”
BackgroundAntunes, R., Guedes, M., Alexandre, J., & Veríssimo, M. (2022) · Psicologia · doi:10.17575/psicologia.1813 · Cited by 2
Towards a Cross-Cultural Conceptual Framework for Researching Social and Emotional Education
Loinaz, E. S. (2018) · IAFOR Journal of Education · doi:10.22492/ije.6.3.07 · Cited by 2
“…SEE includes the evaluation of social and emotional learning programmes in schools cross-culturally (Sklad, Diestra, De Ritter & Gravesteign, 2012; Wigelsworth et al., 2016); a comparison of educational policy relating to social and emotional skills (Domitrovich, Durlak, & Gullotta, 2015; OECD…”
BackgroundBarriers to the Implementation of Social Emotional Learning Programs
Akelaitis, A. V., & Janiūnaitė, B. (2022) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-5914-0.ch011 · Cited by 1
Hammond, M. A., Seeley, J. R., Small, J. W., Frey, A. J., Feil, E. G., & Walker, H. M. (2025) · School Psychology Review · doi:10.1080/2372966x.2025.2491990 · Cited by 1
“With the increasing need to translate SEL program efficacy into school contexts (Wigelsworth et al., 2016), pragmatic process evaluation methods are necessary to understand how teachers influence program effects and implementation to support students’ unique needs.”
Promoting Mental Health at Schools - PROMEHS: impact of curriculum implementation in Portugal,
Simões, C., Santos, M. F., Lebre, P., Canha, L., Santos, A. C., Fonseca, A., Santos, D., Murgo, C. S., de Matos, M. G., & Grazzani, I. (2025) · Educação e Pesquisa · doi:10.1590/s1678-4634202551282780en · Cited by 1
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Multi-modal approach to preventing suicide in schools: a regionally-based UK pilot study
Ashworth, E., Hanlon, C. A., McCarthy, M., Hunt, A. M., Wynne, S., Foster, R., Robinson, J., McKay, S., & Saini, P. (2026) · Frontiers in Child and Adolescent Psychiatry · doi:10.3389/frcha.2026.1768052 · Cited by 1
“Indeed, Wigelsworth et al. (22) found that school-based interventions implemented within the same country in which they were developed showed greater effects than those transported abroad.”
Using core components in process evaluation: Passport skills for life
Alemdar, M., Qualter, P., Wigelsworth, M., O’Brien, A., Hamilton, S., & Humphrey, N. (2026) · PLoS ONE · doi:10.1371/journal.pone.0346416 · Cited by 1
“These patterns are consistent with wider evidence that effects diminish when moving from efficacy trials to routine delivery [90] and with arguments that variability in implementation is a key driver of such attenuation [14].”
Self-citationYuan, W., Guo, X., & Whitcomb, S. (2026) · School Psychology International · doi:10.1177/01430343261444971 · Cited by 1
O’Brien, A., dos Santos, J. G. B., Humphrey, N., & Panayiotou, M. (2026) · PLoS ONE · doi:10.1371/journal.pone.0349949 · Cited by 1
Universal School-Based Social-Emotional Learning and Early Adolescent Police Contact
Carpendale, E. J., Tzoumakis, S., Green, M. J., Dean, K., Whitten, T., Watkeys, O., Carr, V., & Laurens, K. (2026) · Youth & Society · doi:10.1177/0044118x261478948
Evidence From Educational Studies
Scheerens, J., van der Werf, G. P. C., & de Boer, H. (2020) · Springer eBooks · doi:10.1007/978-3-030-54787-5_4 · Cited by 1
Standing at a Crossroad: Re-imagining Social Emotional Learning Considering COVID-19
Liberty, L. M. (2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-80262-741-120221003 · Cited by 1
Integrating Horses in Psychotherapy for Transition-Aged Students: A Theory-Driven Logic Model
Kelly, E., Wood, W. H., Stallones, L. F., Schmid, A. A., & Peters, B. (2022) · Journal of Experiential Education · doi:10.1177/10538259221145936 · Cited by 1
“…programs have reported improved social–emotional skills, attitude toward self and others, academic performance, and positive social behaviors in addition to decreased conduct problems and emotional distress (Durlak et al., 2011; Sklad et al., 2012; Taylor et al., 2017; Wigelsworth et al., 2016).”
BackgroundAssessment of the intervention process with teacher to prevent children behavior problems
Fava, D. C., Andretta, I., & Marin, A. H. (2023) · Estudos de Psicologia (Campinas) · doi:10.1590/1982-0275202340e210002 · Cited by 1
Promoting Mental Health and Well-Being at School: Principles and Challenges
Cefai, C., Simões, C., & Caravita, S. C. S. (2023) · Springer eBooks · doi:10.1007/978-981-4451-96-3_120-1 · Cited by 4
Compassion-Focused Social-Emotional Learning in the Online Classroom
Rahmat, M. R. (2023) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-8646-7.ch002 · Cited by 1
Ecclestone, K. (2018) · Springer eBooks · doi:10.1007/978-3-319-58394-5_10 · Cited by 1
Social Emotional Learning Movement Growing Pains
Macklem, G. L. (2020) · Springer eBooks · doi:10.1007/978-3-030-65695-9_1 · Cited by 1
A Brief History of Meta-analysis
Higgins, S. (2018) · Cambridge University Press eBooks · doi:10.1017/9781139519618.002 · Cited by 2
Mariscal, V. (2023) · Calidad en la educación · doi:10.31619/caledu.n59.1371 · Cited by 2
Da teoria à prática em sala de aula
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Addressing school violence and bullying: Evidence briefing
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Intervening in Childhood Social Development
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Back Matter: Appendices A through C
Rajasekaran, S., & Reyes, J. (2019) · World Bank, Washington, DC eBooks · doi:10.1596/978-1-4648-1404-4_bm
Dotando robôs com habilidades socioemocionais: presente, futuro e implicações éticas
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Gerics, J. G. (2019) · Digital Commons (Liberty University)
Conclusions and Final Reflections
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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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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