The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings from Three Scientific Reviews. Technical Report.

By John Payton, R. Weissberg, J. Durlak, Allison B. Dymnicki, Rebecca D. Taylor, Kriston B. Schellinger, Molly Pachan. 2008

552 citations recorded by the source corpus.

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Citations in the corpus

Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “…provide opportunities for young children to practice skills that may lead to the development of improved long-term SEC as they facilitate the development of children’s social-emotional skills, social behavior, relationship, and even academic performance (Denham & Brown, 2010; Payton et al., 2008).”
The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis (2016, background): “The identified heterogeneity is in no small part due to the expansive definition by which SEL programmes are identified (Payton et al., 2008).”
School‐Based Mental Health and Behavioral Programs for Low‐Income, Urban Youth: A Systematic and Meta‐Analytic Review (2011, background): “They also are consistent with the finding discussed earlier that (in contrast with previously reported findings with majority samples; Payton et al., 2008) implementation by indigenous providers (e.g., teachers) was not associated with larger effect sizes relative to implementation by research…”
The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. (2011, background): “These latter programs have been evaluated in a separate report (Payton et al., 2008).”
Social and emotional aspects of learning (2011, background): “…sequence of skills development, when they utilise active approaches to learning, when there is sufficient dedicated time to focus on this area of work, and when the learning opportunities explicitly address specific social and emotional skills (the so-called SAFE features, Payton et al., 2008).”
Social and Emotional Learning in the Kindergarten Classroom: Evaluation of the Strong Start Curriculum (2009, background): “Evidence from a large-scale meta-analysis conducted by CASEL indicated that SEL programs have positive effects on students’ social-emotional skills, social behaviors, conduct problems, emotional distress, academic performance, and attitudes towards self, others, and school (Payton et al., 2008).”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “The short-term effectiveness of SEL programming is well established (Durlak, Weissberg, & Pachan, 2010; Durlak et al., 2011; Farrington et al., 2012; Payton et al., 2008; Sklad et al., 2012).”
Effectiveness of interventions adopting a whole school approach to enhancing social and emotional development: a meta-analysis (2018, result): “In line with other meta-analyses in this field (Payton et al. 2008; Sklad et al. 2012, four outcome categories were defined: i. Social and emotional adjustment: this category included measurements of social or emotional skills, and attitudes toward self and others. ii.”
A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions (2020, background): “Recent meta-analytic reviews of SEL interventions have focused primarily on universal programs delivered within K–12 contexts (Durlak et al., 2011; Payton et al., 2008; Taylor et al., 2017).”
Students’ perceptions of school climate as determinants of wellbeing, resilience and identity (2016, unknown): “her mental health and psychosocial wellbeing (Bond et al., 2007; Kuperminc, Leadbeater, Emmons, & Blatt, 1997; Payton et al., 2008; Shochet, Dadds, Ham, & Montague, 2006; Way, Reddy, & Rhodes, 2007).”
The impact of non-cognitive skills on outcomes for young people. A literature review. (2013, background): “Payton et al. (2008) concluded that, “Comparing results from these reviews to findings obtained in reviews of interventions by other research teams, SEL programmes are among the most successful youth-development programmes offered to school-age youth.””
Can Explicit Instruction in Social and Emotional Learning Skills Benefit the Social-Emotional Development, Well-being, and Academic Achievement of Young Children? (2012, background): “, Bernard 2006, 2008; Bernard and Walton 2011), as well as more general research showing the effectiveness of a range of SEL programs (e.g. Nelson et al. 2003; Payton et al. 2008).”
Socio-emotional well-being and academic achievement: evidence from a multilevel approach (2011, background): “Moreover, SEL programs were associated with a significant increase in the academic performance of students up to 11 to 17 percentile points across studies, showing a clear association between SEL and academic outcomes (Payton et al., 2008).”
Mental health promotion and problem prevention in schools: what does the evidence say? (2011, background): “, 2008) Yes Yes Yes Yes Yes Yes Yes *** (Payton et al., 2008) (indicated) Yes Yes Yes Yes Yes Yes ***”