ArticlePrevention science : the official journal of the Society for Prevention Research2019
The Core Components of Evidence-Based Social Emotional Learning Programs.
Article in Prevention science : the official journal of the Society for Prevention Research, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 39 papers, 1 of them a synthesis that pooled it.
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Who cites it
39 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Effective Components of Social Emotional Learning Programs: A Meta-analysis.Journal of youth and adolescence · 2024Pooled it
- Promoting 21st Century Health and Wellness Skills in Elementary School Children: a Group Randomized Trial.Prevention science : the official journal of the Society for Prevention Research · 2024Trial
- Bridging Emotion in the Classroom with Child Understanding: Initial Findings from Linguistic Analysis for SEL Programs.Behavioral sciences (Basel, Switzerland) · 2026Article
- Article
- Contribution of the Lions Quest Programme "Skills for Action" to the Social-Emotional Learning of Secondary School Students.Journal of prevention (2022) · 2026Article
- Promoting Holistic Student Development Through Universal School-Based Social-Emotional Learning in China: A Meta-Analysis.Behavioral sciences (Basel, Switzerland) · 2026Review
- Strategies for Identifying Core Components of Programs: an Exploratory Descriptive Component Case Study of a Teen Pregnancy Prevention Program.Prevention science : the official journal of the Society for Prevention Research · 2026Article
- From emotion regulation to moral judgment: culturally responsive education and the psychological pathways of youth moral reasoning.Frontiers in psychology · 2026Article
- Article
- Promoting social and emotional competence in at-risk preschoolers: a mixed-methods evaluation of an SEL training program.Frontiers in public health · 2026Article
- Exploring Elementary Students' Social-Emotional Development Through Dialogic Pedagogy: Insights from Cinematic Narratives.Behavioral sciences (Basel, Switzerland) · 2025Article
- Teacher-Delivered Mental Health Interventions: Promises, Challenges, and Recommendations for Future Directions.Administration and policy in mental health · 2025Article
- Is Life Unlivable for Youth in Post-DEI America?: Understanding Rising Suicide Rates Across Diverse Youth Groups Through Traditional Suicide Paradigms.Healthcare (Basel, Switzerland) · 2025Article
- Wait-List Controlled Pilot Trial of a Preventive Mental Health Intervention for Refugee Youth.Journal of immigrant and minority health · 2025Article
- Voices of teachers: a qualitative analysis of the feasibility and qualitative perceptions of impact of SEE Learning on the well-being of Ukrainian classrooms before and during war.Conflict and health · 2025Article
- Addressing Emotional and Behavioral Symptoms in Young Children: The Potential of Non-Therapeutic Play and Art.Children (Basel, Switzerland) · 2025Article
- Effectiveness of the Mindfulness-Based Social-Emotional Growth (MSEG) Program in Enhancing Mental Health of Elementary School Students in Korea.Behavioral sciences (Basel, Switzerland) · 2025Article
- The role of positive spirituality in preventing child maltreatment and promoting resilience: a perspective on policy and practice.Frontiers in public health · 2025Article
- Selecting, Adapting and Implementing Classroom Kernels for Student Social and Emotional Development and Resilience in Local Elementary Schools: A Community-University Partnership Approach.School mental health · 2024Article
- Relationship of Social-Emotional Learning, Resilience, Psychological Well-Being, and Depressive Symptoms with Physical Activity in School-Aged Children.Children (Basel, Switzerland) · 2024Article
Corrections and comments
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Authors and funding
5 authors.
Funding
Abstract
Implementing social emotional learning (SEL) programs in school settings is a promising approach to promote critical social and emotional competencies for all students. However, there are several challenges to implementing manualized SEL programs in schools, including program cost, competing demands, and content that is predetermined and cannot be tailored to individual classroom needs. Identifying core components of evidence-based SEL programs may make it possible to develop more feasible approaches to implementing SEL in schools. The purpose of this study was to systematically identify the core components in evidence-based elementary school SEL programs, using the five interrelated sets of competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as an organizing framework. We present the components that were identified, and the rates at which each component was included in the sample of evidence-based SEL programs. The core components that occurred most frequently across programs were Social Skills (100% of programs), Identifying Others' Feelings (100% of programs), Identifying One's Own Feelings (92.3% of programs), and Behavioral Coping Skills/Relaxation (91.7% of programs). These findings illustrate the feasibility of systematically identifying core components from evidence-based SEL programs and suggest potential utility of developing and evaluating modularized SEL programs.
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