- Why It Matters
- In Schools
- Collaborating Districts Initiative
- Policy & Advocacy
- 2013 CASEL Guide
With funding from the W.T. Grant Foundation and the Lucile Packard Foundation for Children’s Mental Health, CASEL president and CEO Roger Weissberg and Joseph Durlak, professor of clinical psychology at Loyola University Chicago, have directed the meta-analyses of 213 positive youth development, SEL, character education, and prevention interventions. These are the largest, most scientifically rigorous, and up-to-date reviews of controlled outcome research on interventions that promote children’s social and emotional development to date. The reviews include school, family, and community interventions designed to promote personal and social skills in children and adolescents between the ages of 5 and 18. The reviews looked at the impact of SEL programs on students’ SEL skills, attitudes toward self and others, positive social behavior, conduct problems, emotional distress, and academic performance.
SEL programs have found to yield multiple benefits in every review/analysis conducted to date.
The reviews indicate that SEL programs:
In addition, school-based programs are most effectively conducted by school staff (e.g., teachers, student support staff) indicating that they can be incorporated into routine educational practice.
Effective programs and approaches are typically sequenced, active, focused, and explicit (S.A.F.E.), meaning they:
The magnitude and scope of these benefits suggests that SEL programs are among the most successful youth-development programs offered to school-age youth. Given these positive findings, we recommend that federal, state, and local policies and practices encourage the broad implementation of well-designed, evidence-based SEL programs during and after school.