SynthesisInternational journal of environmental research and public health2020
Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review.
Synthesis in International journal of environmental research and public health, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
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Who cites it
11 citing papers in PubMed.
- Promoting Psychological Well-being in Preschoolers Through Mindfulness-based Socio-emotional Learning: A Randomized-controlled Trial.Research on child and adolescent psychopathology · 2024Trial
- Mental health outcomes following a four week online training on social emotional and ethical learning for public school teachers.Scientific reports · 2025Article
- Psychosocial well-being in middle schoolers: effects of a school cycling program in the wake of COVID-19.Frontiers in sports and active living · 2025Article
- Enhancing Child Development in Oman: Applying global agenda into local context.Sultan Qaboos University medical journal · 2023Article
- Article
- Promote Positive Behaviors in Preschoolers by Implementing an Innovative Educational Program for the Training and Development of Social and Emotional Skills (DeCo-S.E.).International journal of environmental research and public health · 2022Article
- School culture and student mental health: a qualitative study in UK secondary schools.BMC public health · 2022Article
- Understanding the Relationship between Preschool Teachers' Well-Being, Interaction Quality and Students' Well-Being.Child indicators research · 2022Article
- Training Early Childhood Teachers to Support Children's Social and Emotional Learning: A Preliminary Evaluation of Roundies Program.International journal of environmental research and public health · 2021Article
- The longitudinal relationship of school climate with adolescent social and emotional health.BMC public health · 2021Article
- Examining Heterogeneity in the Impacts of Socio-Emotional Curricula in Preschool: A Quantile Treatment Effect Approach.Frontiers in psychology · 2021Article
Corrections and comments
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Authors and funding
9 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
There is growing awareness of the benefits of curriculum-based social and emotional learning (SEL) programs in Early Childhood Education and Care settings for children's social, emotional, and cognitive development. While many SEL programs aim to strengthen teachers' capacity and capability to foster children's social and emotional skills, research effort has focused on understanding the impact on child outcomes, with less emphasis on improvement in teaching quality. This systematic literature review examined the effectiveness of universal curriculum-based SEL programs on teacher outcomes. Fifteen studies met inclusion criteria, capturing ten distinct SEL interventions. The findings suggest SEL programs may strengthen teaching quality, particularly the provision of responsive and nurturing teacher-child interactions and effective classroom management. Data were insufficient to ascertain whether participation improved teachers' knowledge, self-efficacy, or social-emotional wellbeing. The potential pathways between SEL intervention, teaching quality and children's developmental outcomes are discussed.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.