Can Social and Emotional Learning Improve Children’s Physical Health?

Key Points

• If we help children to make better decisions, are they more likely to adopt healthy behaviors that reduce their chances of having chronic diseases (heart disease, diabetes and obesity, some forms of cancer).  
• While more research is needed to establish definitive causal links and fully understand the underlying mechanisms, promoting SECs in childhood is likely to have substantial benefits for long-term physical and mental health.
• Investing in effective SEC interventions is a crucial step towards improving population health.

If we improve children’s ability to stop and think before they act, can we reduce their rates of hyperactivity? Can we reduce the rate of injuries or reduce risky teen behaviors (early substance use, early sexuality)?  If we help children to make better decisions, are they more likely to adopt healthy behaviors that reduce their chances of having chronic diseases (heart disease, diabetes and obesity, some forms of cancer)?   

We know from a great deal of research that high-quality social and emotional learning (SEL) curricula are successful in improving children’s behavior, attitudes and learning . . . but does SEL also impact children’s health across their lifespan?  Right now, there is not a clear answer because outcomes of our physical health have rarely been measured. If further research supports this idea, it could substantially reduce health care costs.

The Research

A growing body of research suggests a strong link between children’s social and emotional competencies (SECs) and their adult health outcomes. How could SEL impact our lifelong health? Here are some factors:

• Stress Regulation: When we are better at regulating our emotions, it reduces stress, which in turn lowers inflammation and the risk of chronic diseases.

• Health Behaviors: When we have better problem-solving skills, it promotes healthier lifestyle choices, such as regular physical activity and balanced nutrition.

• Psychological Resilience: When we are aware and can talk about our emotions, it nurtures our resilience, protecting against anxiety, depression, and related health outcomes.

• Social Connections: When we develop caring and healthy relationships, we enhance our happiness and enhance long-term health.

What Is the Evidence?

Longitudinal studies, tracking individuals over many years, offer the strongest evidence for the long-term impact of social and emotional competencies. Here are a few examples:

• New Zealand (The Dunedin Study): This landmark study followed children from birth to adulthood. Findings consistently demonstrate that low childhood self-control (a key component of SECs) significantly predicts poorer physical and mental health, higher rates of substance abuse, and increased adult criminal activity.

• UK (The 1958 and 1970 British Cohort Studies): These studies have shown similar associations between early childhood behavioral problems (indicative of poor SECs) and increased risk of various adult health issues, including obesity, cardiovascular disease, and mortality.

• US: The NICHD Early Child Care and Youth Development (SECCYD). The SECCYD has followed 1,364 children born in 1991 through age 26. A recent finding indicated that greater student social skills from kindergarten and sixth grade predicted lower cardiometabolic risk in adulthood.

Numerous correlational studies support the findings from longitudinal research. These studies show associations between various SECs (e.g., emotion regulation, empathy, problem-solving skills) and concurrent measures of health-related behaviors and biomarkers in childhood. However, it’s important to remember that correlation does not equal causation.

There is some evidence from randomized trials that short- and longer-term SEL interventions can impact short-term biomarkers of health and a small evidence base that SEL interventions can have a longer-term impact on adult health.

Future Research Directions

Future research should focus on:

• Measuring Short-Term Health Outcomes: Outcomes might include rates of visits to the school nurse, school absenteeism for illness, medication usage, nutritional choices, physical activity levels in and out of school, weight loss, sleep quality, accidental injury, and broader health care utilization as assessed by electronic health records. Biobehavioral outcomes might include measures of stress, immune function, neuro-cognitive measures, brain activation and functioning, and DNA methylation.

• Randomized Controlled Trials (RCTs) With Long-Term Follow-Up: Large-scale, long-term RCTs are needed to examine the impact of SEL interventions on adult health outcomes.

• Interdisciplinary Collaboration: Collaboration between researchers from multiple disciplines (e.g., psychology, medicine, epidemiology) is essential to fully understand the complex mechanisms.

Conclusion

The evidence strongly suggests a significant relationship between children’s SECs and their adult health. While more research is needed to establish definitive causal links and fully understand the underlying mechanisms, promoting SECs in childhood is likely to have substantial benefits for long-term physical and mental health. Investing in effective SEC interventions is a crucial step towards improving population health.

The views in this blog are those of the author and do not necessarily reflect the views of CASEL.

Mark Greenberg is the founding director of the Edna Bennett Pierce Prevention Research Center and is Emeritus Professor at Penn State. He was the first recipient of the Bennett Chair of Prevention Research in Human Development and Family Studies, which he held from his arrival at the University until his retirement. Throughout his many years in prevention research, Mark has authored over 350 peer-reviewed journal articles and chapters and has collaborated with organizations such as the Collaborative for Academic, Social, and Emotional Learning (CASEL), Conduct Disorder Prevention Research Group, PROSPER, and the Family Life Project, for which he served as co-director.

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