A new study has found that social and emotional learning programs improve students' attitudes and behaviors, and in some cases, even boost academic performance.
Researchers at Loyola University Chicago and the University of Illinois at Chicago analysed more than 200 school-based social and emotional learning programs for the study.
In the first large-scale meta-analysis of school programs that enhance students' social and emotional development, researchers reviewed 213 school-based, universal social and emotional learning programs involving more than 270,000 K-12 students.
These programs aim to promote students' abilities in one or more areas, including recognizing and managing emotions, establishing and maintaining positive relationships, setting and achieving positive goals, making responsible decisions, and constructively handling interpersonal situations.
The programs examined included classroom-based instruction by teachers, classroom-based instruction by others, and comprehensive programs featuring a combination of classroom-based teaching with additional programming at school or in families.
The researchers found that compared to students in the studies' control groups, students in the programs that were considered showed significantly improved social and emotional skills, caring attitudes, and positive social behaviors.
In addition, students' disruptive behavior and emotional distress declined. In the small group of studies that examined academics, the researchers found that students performed better on achievement tests, tantamount to an 11-percentile-point gain in achievement.
And not surprisingly, the researchers found better results in programs that followed recommended practices for training school personnel in promoting skills among children than in those that didn't follow these practices.
"The findings highlight the value of incorporating well-designed and carefully conducted social and emotional learning programs into standard educational practice," said Joseph A. Durlak, the study's lead author.
The findings have appeared in the January/February issue of the journal, Child Development.