SynthesisThe British journal of educational psychology2022
Social and emotional learning in primary schools: A review of the current state of evidence.
Synthesis in The British journal of educational psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 22 papers.
What it found
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The trial behind it
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Who cites it
22 citing papers in PubMed.
- Trial
- SEE+ computerized classroom-based training enhances 7- to 10-year-olds' socio-emotional cognition through observation and inference.PloS one · 2025Trial
- Social and emotional skills of students at Child Protection and Welfare Bureau Gujranwala, Pakistan.Psicologia, reflexao e critica : revista semestral do Departamento de Psicologia da UFRGS · 2026Article
- Socio-Emotional Skills and Physical Activity in Primary and Secondary Education Students.The Journal of school health · 2026Article
- The Use of Social Robots in Primary School to Support Children's Academic and Social Emotional Learning: A Scoping Review.Clinical child and family psychology review · 2026Article
- Development and psychometric validation of the soft skills scale for primary school students.Frontiers in psychology · 2026Article
- Life skills workshop impact: enhancing classroom adaptation for at-risk primary students in Chile.Frontiers in psychology · 2026Article
- Article
- Teachers' SEL Identity (SEL-ID): An Intersection Between Teacher Identity and Social and Emotional Learning (SEL).Behavioral sciences (Basel, Switzerland) · 2025Article
- Mapping the Evolution of Social and Emotional Learning Research in Primary Education Contexts: A Bibliometric and Thematic Analysis.Journal of Intelligence · 2025Article
- Understanding the Use of Social and Emotional Learning in Elementary Schools: A Theory of Planned Behaviour Perspective.European journal of investigation in health, psychology and education · 2025Article
- Evidence and Gap Map of Whole-School Interventions Promoting Mental Health and Preventing Risk Behaviours in Adolescence: Programme Component Mapping Within the Health-Promoting Schools Framework: An evidence and gap map.Campbell systematic reviews · 2025Article
- Promoting Parental Loyalty Through Social Responsibility: The Role of Brand Trust and Perceived Value in Chinese Kindergartens.Behavioral sciences (Basel, Switzerland) · 2025Article
- Fostering of social, emotional, and cognitive skills in elementary schools: the Papilio-6to9 program.Frontiers in psychology · 2025Article
- Empowering the Vulnerable: The Impact of SEL on Traumatized Children's Academic and Social Outcomes in Crises.Current psychiatry reports · 2024Review
- Social connection as a critical factor for mental and physical health: evidence, trends, challenges, and future implications.World psychiatry : official journal of the World Psychiatric Association (WPA) · 2024Article
- Efficacy of a Cognitive‑Behavioral Anxiety Management Program Integrated Within a Reading Intervention.International journal of cognitive therapy · 2024Article
- The Joint Operations of Teacher-Student and Peer Relationships on Classroom Engagement among Low-Achieving Elementary Students: A Longitudinal Multilevel Study.Contemporary educational psychology · 2024Article
- Fundamental Themes in Social-Emotional Learning: A Theoretical Framework for Inclusivity.International journal of environmental research and public health · 2024Review
- UPDATED PROTOCOL: Universal school-based programmes for improving social and emotional outcomes in children aged 3-11 years: An evidence and gap map.Campbell systematic reviews · 2023Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThere is a plethora of reviews that summarize much of the evidence base in Social and Emotional Learning (SEL). However, there are criticisms around variability of quality and focus of those reviews, meaning there is little strategic overview of the current state of the field. Further, there are rising concerns as to systemic gaps in the evidence base itself. An overview of reviews provides an opportunity for a comprehensive classification and corresponding critique of evidence.
aimsThe study sought to examine a-priori concerns regarding (1) variation in the rigour and quality of the meta-analytic and systematic evidence base, (2) comparatively less conclusive evidence for whole school approaches when compared to class-based curricula, and (3) an assumed universality of effect (i.e., lack of examination of any differential gains for sub-groups). METHOD AND
resultsA systematic search of the systematic and meta-analytic literature identified a total of 33 reviews examining SEL interventions. Papers were subject to a quality assessment in order to examine methodological rigour and were collated in line with the study's objectives.
conclusionsWe maintain the prevailing consensus that SEL programmes have an important role in education. However, variation in evidence quality remains high and there appear ambiguities regarding what constitutes whole school approaches. The review also highlights a novel and concerning lack of data for differentiating any subgroup effects. The review concludes with recommended novel directions for future research, including adoption of more complex trial architecture in evaluation alongside a move towards a wider plurality in methodological approach.
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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.