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Abstract
This meta-analysis reviewed 82 school-based, universal social and emotional learning
(SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years;
mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9).
Thirty-eight interventions took place outside the United States. Follow-up outcomes
(collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of
positive youth development. Participants fared significantly better than controls
in social-emotional skills, attitudes, and indicators of well-being. Benefits were
similar regardless of students' race, socioeconomic background, or school location.
Postintervention social-emotional skill development was the strongest predictor of
well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation
and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students'
developmental trajectories.