Roger P. Weissberg

This presentation shares the results of a large-scale systematic meta-analysis of social and emotional learning (SEL) programs for kindergarten through high school students. Social and emotional learning is defined as the process of acquiring the skills to recognize and manage emotions, set and achieve positive goals, appreciate the perspectives of others, establish and maintain positive relationships, make responsible decisions, and handle interpersonal situations effectively (CASEL, 2005). The project examined whether school-based, universal SEL programs are effective and what kinds of outcomes they produced. The results indicated significant benefits across multiple outcomes including: (a) more positive self-perceptions, connection to school, and prosocial behavior, (b) less disruptive behavior, aggression, and substance use, and (c) improved school performance including attendance, grades, and academic achievement on standardized tests. The implications of these findings for future education research, practice, and policies to promote children’s social, emotional, and academic growth are discussed.