The Impact of After-School Programs that Promote Personal and Social Skills.

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Primary Social and Emotional Aspects of Learning (SEAL): Evaluation of Small Group Work (2008, methodology): “…of longitudinal assessment for whole-school approaches (e.g. Aber, Jones et al., 1998); • Assessment of targeted interventions used to make claims for whole school results (e.g. Durlak & Weissberg, 2007); • Success criteria based on teacher satisfaction (e.g. Shriver, Schwab- Stone et al., 1999).”
Mental health promotion and problem prevention in schools: what does the evidence say? (2011, background): “One study (Durlak and Weissberg, 2007)*** addressed the impact of various SEL interventions on surrounding environments, and found positive results (ES 0.”
Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students (2008, background): “A recent meta-analysis found that participation in after-school programs is also associated with school-related feelings and attitudes, as well as school performance in terms of grades and achievement scores (Durlak and Weissberg 2007).”
Promoting Positive Youth Development Through Organized After‐School Activities: Taking a Closer Look at Participation of Ethnic Minority Youth (2012, background): “Participation has been linked to higher self-esteem, social behaviors, and peer acceptance, as well as reduced negative behaviors like aggression and drug use (Durlak & Weissberg, 2007; Mason & Chuang, 2001; Morrison et al., 2000).”