A Meta-Analysis of Classroom-Wide Interventions to Build Social Skills: Do They Work?

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Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. (2017, background): “, SAFE) approach to instruction in social and emotional skills for younger children, we advocate for the use of these programs in all grades from preschool through elementary school (Durlak et al., 2011; January et al., 2011).”
A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions (2020, background): “Additional meta-analyses focusing on the development of discrete skills have also shown positive effects of social skills interventions (d = .15) and mindfulness-based interventions (g = .32) with school-aged children (January et al., 2011; Klingbeil et al., 2017).”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “This movement is supported by a growing scientific basis that has established a link between SEL interventions and improvements in social and academic competences (Durlak et al., 2011; January et al., 2011; Sklad et al., 2012).”