The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions.

By J. Durlak, R. Weissberg, Allison B. Dymnicki, Rebecca D. Taylor, Kriston B. Schellinger. Child Development, 2011

7,982 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/7eb5a2e73e26de6b980b516c0d594d900035ec7d

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Citations in the corpus

Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, background): “For example, Durlak et al. (2011) have provided evidence from their meta-analysis that programmes are most effective when they follow a logical sequence of skills development, when they involve active approaches to learning, when there is enough dedicated time to focus on this area of work, and…”
A Meta-Analysis of the Effects of Classroom Management Strategies and Classroom Management Programs on Students’ Academic, Behavioral, Emotional, and Motivational Outcomes (2016, background): “This limitation is in contrast to some prior publications (e.g., Durlak et al., 2011), in which the interventions were partly implemented by, for example, researchers.”
Fostering and Measuring Skills: Improving Cognitive and Non-cognitive Skills to Promote Lifetime Success (2014, background): “1 The Seattle Social Development Project (SSDP) Of all of the programs reported in Durlak et al. (2011), the Seattle Social Development Project (SSDP) has been evaluated the most thoroughly.”
Clinical Trial of Second Step Middle School Program: Impact on Bullying, Cyberbullying, Homophobic Teasing, and Sexual Harassment Perpetration (2015, methodology): “A meta-analysis of 213 SEL-based evaluations found that youth in schools with SEL programming reported fewer conduct problems than youth in comparison schools with no SEL exposure (Durlak et al., 2011).”
Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts (2018, background): “…teaching and practice of social and emotional skills into the school curriculum, have been found to improve students’ social-emotional competencies and related self-perceptions, along with a host of behavioral and academic outcomes (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “The evidence-base for SEL programmes has grown significantly in the last decade (Durlak et al., 2011; January et al., 2011; Payton et al., 2008; Sklad et al., 2012).”
Emotional intelligence predicts academic performance: A meta-analysis. (2019, background): “Programs were more effective if they followed a sequenced, step-bystep approach, used active forms of learning, allowed adequate time for skill development, and had explicit learning goals (Durlak et al., 2011).”