Most cross-sectional studies report positive teacher-student SEC links, while teacher-targeted intervention trials show mixed distal effects on students¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Among quantitative cross-sectional and mixed-method studies, 45 studies (68%) found positive links between teachers' and students' SEC domains. → Nguyen 2026 q2 i? Mindfulness-based SEC interventions for primary educators improved teacher outcomes and students' self-management and social competence, but two small trials found no significant teacher or student changes. → Nguyen 2026 (2)

Evidence¶

Nguyen 2026¶

Nguyen, T.-A., Hidajat, T., Zhou, T., Ma, T., Hoang, A., Poed, S., & Edwards, E. J. (2026). Relations between Teachers' and Students' Social-emotional Competence: A Systematic Review and Multilevel Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10218-4

q2 · i? · quant-synthesis · r3

Narrative synthesis of the 65 included studies classified findings as positive, negative, causal, qualitative, or non-significant; the review reports 45 studies (68%) found positive links, with 19 reporting exclusively direct and six exclusively indirect associations.

"Among quantitative cross-sectional works (including mixed-method studies), 45 studies (68%) found positive links between teacher' and students' SEC domains (see Table 3)."

Nguyen 2026 (2)¶

Nguyen, T.-A., Hidajat, T., Zhou, T., Ma, T., Hoang, A., Poed, S., & Edwards, E. J. (2026). Relations between Teachers' and Students' Social-emotional Competence: A Systematic Review and Multilevel Meta-analysis. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10218-4

q2 · i? · quant-synthesis · r3

Narrative synthesis of six teacher-targeted trials (three mindfulness-based, two social-emotional trainings, one self-efficacy coaching). The review attributes significant teacher gains and more adaptive student self-management and social competence to two mindfulness trials, while Fedewa et al. (2022) and Moss Long (2017) reported insignificant findings with small samples.

"de Car -valho et al. ( 2021) and Brown et al. ( 2023) showed that a mindfulness-based SEC intervention for primary educators produced significant gains in teacher mindfulness practices, compassion, self-efficacy, and SEL instruction."

Discussion¶

Related Claims¶

• At domain level, teachers' responsible decision-making shows the largest observed relationship with students' SEC, and students' relationship skills the strongest with teachers' SEC — related
• The 32 included studies were predominantly quantitative and cross-sectional, with questionnaire sample sizes ranging from 17 to 815 students — related
• The reviewed evidence base is predominantly cross-sectional, with small self-report-heavy teacher samples — related
• Empathy's association with student outcomes, especially cognitive achievement, is weakest and largely non-significant — related