Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects.

By Rebecca D. Taylor, Eva Oberle, J. Durlak, R. Weissberg. Child Development, 2017

1,981 citations recorded by the source corpus.

Subfields: Education, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3be9c70975c3c3fffc5d006214c2c58d0da65981

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Christina R. Krone
2. Deborah Rivas‐Drake
3. K. Schonert-Reichl
4. M. Immordino‐Yang
5. Linda Darling-Hammond
6. Ezekiel Dixon-Román
7. Brittney V. Williams
8. Jonathan B. Singer

In Safety Research

1. K. Schonert-Reichl
2. Linda Darling-Hammond
3. Alan W. Black
4. Jonathan B. Singer
5. R. Jagers
6. Anastasiya A. Lipnevich
7. Terri A. Erbacher
8. Perri I. Rosen

In Social Psychology

1. Christina R. Krone
2. Deborah Rivas‐Drake
3. K. Schonert-Reichl
4. M. Immordino‐Yang
5. Linda Darling-Hammond
6. Brittney V. Williams
7. R. Jagers
8. Anastasiya A. Lipnevich

Citations in the corpus

• 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).”
• Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, background): “Moreover, recent evidence also demonstrates that SEL programing is durable and has long-term effectiveness (Taylor, Oberle, Durlak, & Weissberg, 2017).”
• School-Based Suicide Prevention: A Framework for Evidence-Based Practice (2018, background): “Building students’ socialemotional skills has been found to significantly impact student social-emotional functioning, mental health, and well-being across contexts, with findings sustained over time (Durlak et al., 2011; Taylor et al., 2017).”
• Equity Beyond Bias in Language Technologies for Education (2019, background): “This is important for education, both for design of affect-oriented curriculum (Taylor et al., 2017) and funding for socioemotional skills (Chan Zuckerberg Initiative, 2018).”
• Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence (2019, background): “…et al., 2018; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Jones & Kahn, 2017; NCSEAD, 2019; Osher, Cantor, Berg, Steyer, & Rose, 2018; Taylor et al., 2017) has prompted practitioners, researchers, and policymakers to advocate for the adoption of such programs for pre-K–12 students in…”