Eight research-design recommendations for the next generation of SEL research¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report recommends eight areas of research conceptualization, design, and analysis for future SEL research: meeting Tier I or II ESSA criteria, seeking large enough samples to detect low-rate events, examining impacts on development over time, looking beyond main effects to subgroup effects, identifying how programs promote equity and cultural competence, replicating developer-involved studies independently, using reliable multi-outcome assessments that test the intervention's logic model, and considering additional benchmarks of impact beyond conventional effect sizes.

Design Implications¶

Context¶

Requirements¶

• Studies should clearly report on factors that affect implementation, including training nature and quality, fidelity, dosage, timing, and participant responsiveness

Constraints¶

• The report cautions that programs proven effective under high-quality face-to-face training may be ineffective when implemented with untested online training

Target Learners¶

• SEL researchers
• program evaluators
• policymakers

Target Learning Goals¶

• improving the evidence base for SEL programs
• understanding for whom and under what conditions SEL works

Claims¶

• Program and delivery characteristics moderate SEL effects: implementation quality, duration, skill practice, and delivery agent [+M]

Related Strategies¶

• Implement SEL systemically as a public health approach with shared vision, adult SEL, aligned programs, and continuous improvement

Examples¶

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Key Sources¶

• Greenberg, M. T. (2023). Evidence for social and emotional learning in schools. Learning Policy Institute. https://doi.org/10.54300/928.269