SEL can be improved by both short-term targeted interventions and longer-term strategies to improve school contextual factors¶

Claim · All claims
Evidence · 1 study · associational r? · q1
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Existing research indicates SEL is responsive to both short-term targeted interventions and longer-term school-context strategies. → James Soland 2019

Evidence¶

James Soland 2019¶

James Soland, Megan Kuhfeld, Emily Wolk, Sharon Bi. (2019). Examining the state-trait composition of social-emotional learning constructs: Implications for practice, policy, and evaluation. Journal of Research on Educational Effectiveness 12(3), 550-557. https://www.nwea.org/research/publication/examining-the-state-trait-composition-of-social-emotional-learning-constructs-implications-for-practice-policy-and-evaluation/ doi:10.1080/19345747.2019.1615158

q1 · i? · associational · r?

The abstract asserts, citing prior research without detail, that "SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors." The text provided offers no underlying studies or effect sizes.

"Research shows that SEL can be improved by short-term, targeted interventions and longer-term strategies to improve school contextual factors."

Discussion¶

Related Claims¶

• The rank ordering of math and reading skills is highly stable over time, while four SEL domains are more strongly influenced by contextual factors — related
• Social-emotional learning benefits persist at follow-up — related
• SEL programs improve social emotional skills — related
• Substantial unexplained heterogeneity characterises short-term effects of targeted K-6 interventions — related
• Universal school-based SEL programs improve students' behaviour, with a small and, in recent randomised trials, negligible effect on academic achievement — related
• Little is known about how much variance in SEL constructs is stable over time versus specific to a given time or context — related
• The stability of social-emotional learning competencies over time is an open empirical question with implications for teachers and schools — related
• SEL programs cannot produce meaningful long-term growth in authoritarian, punitive, or exclusionary environments; restorative practices are needed — related
• Schoolwide SEL programs are associated with long-term achievement gains, with multiple meta-analyses estimating an 11-percentile-point gain on average for participating students — related