There is theoretical support for, and emerging empirical evidence that, implementation variability (e.g., fidelity, dosage, quality) influences outcomes of school-based social-emotional learning (SEL) interventions, yet this relationship remains underexplored. This review aimed to (1) identify and appraise the quality of methods used to assess the relationship between implementation variability and student outcomes and (2) determine the association between implementation dimensions and student outcomes, to reduce the research-to-practice gap and advance evidence-based practice.
Methods
British Education Index, ERIC, PsycINFO, ASSIA, ScienceDirect, and Web of Science were searched, initially identifying 2987 studies. An Implementation Quality Appraisal Checklist (IQAC) was developed to assess the quality of research statistically examining the implementation-outcomes relationship. Extracted data were grouped according to the implementation dimension(s) assessed, the outcome domain(s) examined, and the statistical method(s) used.
Results
Thirty-one studies met the review inclusion criteria. Quality assessment classified fourteen studies (45 %) as low quality, fifteen (48 %) as medium quality, and 2 (7 %) as high quality. The most frequently examined implementation dimensions were dosage (n = 16), fidelity (n = 11), quality (n = 11), responsiveness (n = 6) and reach (n = 3). Inferring the implementation-outcomes relationship was hindered by the heterogeneity and low quality of studies, resulting in a small sample size of comparison groups; calculation of meta-aggregative effect sizes was therefore not possible.
Discussion
This review reveals the paucity of high-quality research examining the relationship between implementation variability of SEL interventions and student outcomes. We propose the use of the aforementioned IQAC to support and guide future research in this area, and provide recommendations to advance implementation science.
Impact statements
- •This review reveals that the relationship between implementation variability and child outcomes in universal, school-based SEL interventions remains largely inconclusive due to limited attention, and poor-quality approaches, examining this relationship.
- •We call for more and high-quality studies examining the relationship between implementation processes and outcomes.
- •Alongside this call for action, we offer recommendations to advance implementation process evaluations, actionable insights for researchers and their partners/collaborators, and provide a methodological framework and a quality appraisal checklist to guide and support researchers in conducting a high-quality quantitative assessment of the implementation-outcomes relationship from design thr
有理论支持和新出现的经验证据表明，实施可变性（如保真度、剂量、质量）会影响基于学校的社会情绪学习（SEL）干预的结果，但这种关系仍未得到充分探讨。本综述旨在(1)识别和评估用于评估实施可变性与学生成绩之间关系的方法的质量；(2)确定实施维度与学生成绩之间的关联，以缩小研究与实践之间的差距，推进循证实践。方法检索british Education Index、ERIC、PsycINFO、ASSIA、ScienceDirect和Web of Science，初步确定2987项研究。制定了实施质量评估清单（IQAC），以评估统计检查实施-结果关系的研究质量。根据评估的实施维度、检查的结果域和使用的统计方法对提取的数据进行分组。结果31项研究符合纳入标准。质量评估将14项研究（45 %）归为低质量，15项研究（48 %）归为中等质量，2项研究（7 %）归为高质量。最经常检查实现维剂量(n = 16),富达(n = 11),质量(n = 11),响应性(n = 6)并达到(n = 3)。研究的异质性和低质量阻碍了对实施-结果关系的推断，导致对照组的样本量较小；因此不可能计算综合效应量。这篇综述揭示了高质量研究的缺乏，研究了SEL干预的实施变异性和学生成绩之间的关系。我们建议使用上述IQAC来支持和指导该领域的未来研究，并为推进实施科学提供建议。•本综述显示，在普遍的、以学校为基础的SEL干预措施中，实施可变性与儿童结果之间的关系在很大程度上仍然是不确定的，因为对这种关系的研究受到了有限的关注和质量低下的方法。•我们呼吁开展更多高质量的研究，审查实施过程与结果之间的关系。•除了这一行动呼吁外，我们还提供了一些建议，以推进实施过程评估，为研究人员及其合作伙伴/合作者提供可操作的见解，并提供了一个方法框架和质量评估清单，以指导和支持研究人员对从设计到分析和报告的实施-结果关系进行高质量的定量评估。
引用次数: 0
Investigating a brief intervention to instill a self-compassionate perspective in teaching: A randomized field experiment with first-year classroom teachers
调查在教学中灌输自我同情观点的简短干预：对一年级课堂教师的随机实地实验
Pub Date : 2025-05-01
DOI: 10.1016/j.sel.2025.100113
This study tests the impacts of a brief intervention designed to impart self-compassionate ideas to beginning teachers as they enter into teaching. The brief intervention uses wise intervention techniques to help teachers interpret professional stressors from a more self-compassionate perspective. The study employed a pre-registered, double-blind randomized field experiment with first-year K-12 classroom teachers [N = 119] from three graduate teacher education programs. Both immediately after the intervention and 6 months later, participants answered questions about holding a self-compassionate perspective in teaching, a resilient mindset for teaching, and a growth orientation toward teaching. At 6-month follow-up they also answered questions about self-efficacy in teaching, occupational well-being, and commitment to teaching. Findings showed no main effects of the intervention. However, exploratory analyses revealed significant subgroup effects of the intervention based on participants' baseline commitment to teaching. Highly committed teachers who underwent the intervention were more likely to hold a resilient mindset, a growth orientation toward teaching, and have greater self-efficacy 6 months following the intervention compared to highly committed teachers in the control group. This same group of teachers were lower in terms of burnout (lack of personal accomplishment) and higher in terms of job satisfaction compared to highly committed control group teachers – differences that were marginally significant. Implications for future research are discussed.
本研究测试了一个简短的干预，旨在传授自我同情的想法，以初任教师进入教学的影响。简短的干预使用明智的干预技术来帮助教师从更自我同情的角度解释专业压力源。本研究采用预先注册的双盲随机现场实验，研究对象为来自三个研究生教师教育项目的一年级K-12课堂教师[N = 119]。在干预后和6个月后，参与者都回答了关于在教学中保持自我同情的观点、在教学中保持弹性心态和在教学中以成长为导向的问题。在6个月的随访中，他们还回答了关于教学自我效能感、职业幸福感和教学承诺的问题。研究结果显示干预没有主要效果。然而，探索性分析显示，基于参与者对教学的基线承诺，干预具有显著的亚组效应。在干预后6个月，与对照组的高投入教师相比，接受干预的高投入教师更有可能保持弹性心态、对教学的成长导向和更高的自我效能感。与高度投入的对照组教师相比，同一组教师在职业倦怠（缺乏个人成就感）方面较低，在工作满意度方面较高——差异不显著。讨论了对未来研究的启示。
引用次数: 0
The use of a matched controls design and publicly available outcome data to evaluate a multiyear urban school-based SEL intervention
使用匹配对照设计和公开可用的结果数据来评估多年城市学校为基础的SEL干预
Pub Date : 2025-04-25
DOI: 10.1016/j.sel.2025.100111
This study evaluated the effects of the Mastering Our Skills and Inspiring Character (MOSAIC) intervention on school-wide student outcomes for urban middle school students. Specifically, it investigated the extent to which schools implementing the MOSAIC intervention (n = 6) show greater progress on key state-collected academic (e.g., English Language Arts, Mathematics) and behavioral (e.g., absenteeism, behavior referrals) outcome variables, compared to matched schools not hosting MOSAIC (n = 30). Data were collected from publicly available school performance reports across multiple time points, including baseline, early implementation, and full implementation. These indicators were assessed annually, with academic assessments administered in the spring and behavioral metrics aggregated for the full academic year. This study utilizes the overlapping matched control group design, an innovative evaluation approach that involves fewer schools than most randomized control trials and relies on measurements routinely collected by schools, so as to provide feasible adoption of this approach by local schools and districts. Additionally, this study adds to the emerging literature on the impact of longitudinal SEL-related interventions on behavioral and academic trajectories in the middle grades with predominantly urban, minoritized youth, to inform educational policy. Our findings indicate mixed results across academic and behavioral indicators, such as significant improvement in Math scores but smaller effects for behavioral metrics, such as substance use. The results highlight the challenges and potential value of the matched control approach and the importance of monitoring multiple domains to fully understand intervention impacts.
本研究旨在评估掌握技能与激励品格（MOSAIC）干预对城市中学生学业成绩的影响。具体来说，它调查了实施MOSAIC干预的学校（n = 6）与未实施MOSAIC的匹配学校（n = 30）相比，在国家收集的关键学术（如英语语言艺术，数学）和行为（如缺勤，行为转院）结果变量上取得更大进步的程度。数据是从多个时间点的公开学校绩效报告中收集的，包括基线、早期实施和全面实施。这些指标每年进行一次评估，在春季进行学术评估，在整个学年汇总行为指标。本研究采用重叠匹配对照组设计，这是一种创新的评估方法，比大多数随机对照试验涉及的学校少，依赖于学校常规收集的测量数据，为当地学校和学区提供可行的采用方法。此外，本研究补充了新兴文献关于纵向sel相关干预对以城市少数族裔青年为主的中年级学生的行为和学业轨迹的影响，为教育政策提供信息。我们的研究结果表明，学术和行为指标的结果好坏参半，比如数学成绩有显著提高，但行为指标（比如物质使用）的影响较小。结果强调了匹配控制方法的挑战和潜在价值，以及监测多个领域以充分了解干预影响的重要性。
引用次数: 0
Social and emotional learning and physical health outcomes across the lifespan: Little progress & big potential
整个生命周期的社会和情感学习和身体健康结果：进步很小，潜力很大
Pub Date : 2025-04-19
DOI: 10.1016/j.sel.2025.100108
This conceptual review addresses the question: Can the development of social and emotional competencies contribute to positive long-term health outcomes? Both current research and theory suggests a logical basis on which to hypothesize that building social and emotional competencies could positively influence short and long term physical and behavioral health outcomes. The paper reviews a variety of types of evidence including longitudinal studies that connect childhood competencies and adult health and morbidity, concurrent correlations between social competencies and health in childhood, and short and longer-term outcomes of social and emotional intervention trials. The review concludes that there is a sufficient warrant for this idea, but that very few social and emotional intervention studies have examined health outcomes. The paper conclude withs with recommendations for how to grow the evidence base and its implication for research and policy.
这一概念性综述解决了以下问题：社会和情感能力的发展是否有助于积极的长期健康结果？目前的研究和理论都表明，建立社会和情感能力可以对短期和长期的身体和行为健康结果产生积极影响，这是一个合理的假设基础。本文回顾了各种类型的证据，包括将儿童能力与成人健康和发病率联系起来的纵向研究，儿童时期社会能力与健康之间的并发相关性，以及社会和情感干预试验的短期和长期结果。这篇综述的结论是，这一观点有充分的依据，但很少有社会和情感干预研究检查了健康结果。最后，本文就如何扩大证据基础提出了建议，并对研究和政策提出了建议。
引用次数: 0
Honoring Roger Weissberg’s legacy by centering relationships, collaboration, and the wellbeing of all children through SEL
纪念罗杰·维斯伯格的遗产，以关系为中心，合作，以及通过SEL为所有儿童的福祉
Pub Date : 2025-04-17
DOI: 10.1016/j.sel.2025.100109
We describe how the field of social and emotional learning (SEL) can best honor Roger Weissberg’s legacy from the perspective of an early collaborator, Maurice J. Elias, and an early career scholar who felt his influence indirectly, Danielle R. Hatchimonji. Three themes permeated Roger’s early and most influential work and continue to shape his influence today: primacy of relationships, importance of collaboration, and shared commitment to the wellbeing of children. To uphold Roger’s influence and honor his legacy, the field of SEL must make these three themes central to research, practice, and policy of social and emotional learning.
我们从早期合作者Maurice J. Elias和早期职业学者Danielle R. Hatchimonji的角度来描述社会和情感学习（SEL）领域如何最好地尊重Roger Weissberg的遗产，后者间接感受到了他的影响。罗杰早期最具影响力的作品中贯穿着三个主题，并在今天继续塑造着他的影响力：关系至上、合作的重要性和对儿童福祉的共同承诺。为了保持罗杰的影响力，尊重他的遗产，SEL领域必须将这三个主题作为社会和情感学习的研究、实践和政策的核心。
引用次数: 0
Designing for agency and voice: A review of creative and experiential out-of-school programs
为代理和声音设计：对创造性和经验的校外项目的回顾
Pub Date : 2025-04-16
DOI: 10.1016/j.sel.2025.100110
Traditionally, Out-of-School Time (OST) programs sought to provide childminding facilities and supplementary academic support to youth. However, they have evolved to deliver programs that support positive youth development with hands-on inquiry to not only support children and adolescents through key developmental stages but to also navigate socio-political challenges. This scoping review investigates creative and experiential OST programs, their design practices and subsequent outcomes. Results from 40 articles highlight the varied, strengths-based practices which centre around increasing participant involvement in decision-making by emphasising flexibility and choice, while staff work collaboratively alongside them. However, for most, rigorous evaluation was lacking and most studies failed to substantiate their claims of fulfilling the development of voice and agentic identity in youth. Future evaluations must ensure they provide evidence of correlating program design with observed outcomes.
传统上，校外时间（OST）项目旨在为青少年提供育儿设施和补充学术支持。然而，他们已经发展到提供支持青少年积极发展的项目，通过动手探究，不仅支持儿童和青少年度过关键的发展阶段，而且还帮助他们应对社会政治挑战。这个范围审查调查创造性和经验的OST项目，他们的设计实践和随后的结果。40篇文章的结果突出了各种基于优势的实践，这些实践围绕着通过强调灵活性和选择来增加参与者对决策的参与，而工作人员则与他们合作。然而，对大多数人来说，缺乏严格的评估，大多数研究未能证实他们声称在青年中实现声音和代理身份的发展。未来的评估必须确保它们提供将项目设计与观察到的结果相关联的证据。
引用次数: 0
Psychosocial Swiss Cheese: A model for supporting student mental health and wellbeing in higher education
心理瑞士奶酪：高等教育中支持学生心理健康和幸福的模式
Pub Date : 2025-04-11
DOI: 10.1016/j.sel.2025.100106
Students experience higher levels of stress, anxiety, and feelings of isolation during their transition into higher education, which are exacerbated for students with minoritized and marginalized identities. These challenges are not limited to those surrounding their academic progress but also include several factors that impact their social and emotional wellbeing. Therefore, higher education instructors play a key role in implementing Social and Emotional Learning (SEL) to support students’ psychosocial health and create affirming, identity-honoring environments where all students’ needs are met. Using an adapted version of Reason’s Swiss Cheese Model (2000), we present a framework for providing layered social and emotional support to address CASEL’s core competencies within the higher education landscape. The article describes the importance of each layer, along with examples of strategies we’ve found to be successful. We aim to emphasize the importance of each layer as a component of a larger application system for the SEL Framework and contribute valuable insights that can reshape how postsecondary instructors approach overall student wellbeing in inclusive ways.
在向高等教育过渡的过程中，学生们会经历更高程度的压力、焦虑和孤立感，而具有少数民族和边缘身份的学生则会加剧这种情况。这些挑战不仅限于他们的学业进步，还包括影响他们社会和情感健康的几个因素。因此，高等教育教师在实施社会和情感学习（SEL）方面发挥着关键作用，以支持学生的心理社会健康，并创造肯定的、尊重身份的环境，满足所有学生的需求。使用改编版的Reason的瑞士奶酪模型（2000），我们提出了一个框架，提供分层的社会和情感支持，以解决CASEL在高等教育领域的核心竞争力。这篇文章描述了每一层的重要性，以及我们发现的成功策略的例子。我们的目标是强调每一层作为更大的SEL框架应用系统组成部分的重要性，并提供有价值的见解，可以重塑高等教育教师如何以包容性的方式对待学生的整体福祉。
引用次数: 0
The prosocial school leader: Theory, research, and action
亲社会学校领导：理论、研究与行动
Pub Date : 2025-03-25
DOI: 10.1016/j.sel.2025.100102
Purpose
The purpose of this article is to propose a model of the prosocial school leader that shows how the principals’ social emotional competencies (SECs), wellbeing, and leadership form the foundation that influences the overall school climate, teacher functioning and wellbeing, family and community partnerships, and downstream student outcomes.
Proposed conceptual argument or model
The authors hypothesize that effective leadership practices, healthy relationships, effective SEL program implementation, and effective family and community partnerships all mediate school climate, teacher performance, and student outcomes.
Implications
Finally, the authors discuss how to support principals to develop the SECs necessary to lead and implement SEL initiatives in their buildings.
本文的目的是提出一个亲社会学校领导的模型，该模型显示校长的社会情感能力（SECs）、幸福感和领导力如何构成影响整个学校氛围、教师功能和幸福感、家庭和社区伙伴关系以及下游学生成果的基础。作者假设有效的领导实践、健康的人际关系、有效的SEL项目实施以及有效的家庭和社区伙伴关系都能调节学校氛围、教师绩效和学生成绩。最后，作者讨论了如何支持校长发展必要的sec，以在其建筑中领导和实施SEL计划。
引用次数: 0
Development of the student emotion regulation assessment (SERA) for children and adolescents in grades 1–12
1-12年级儿童青少年情绪调节测评的开发
Pub Date : 2025-03-22
DOI: 10.1016/j.sel.2025.100104
Although an increasing number of schools are prioritizing Social and Emotional Learning (SEL) across grade levels, interest in SEL programming is outpacing the development of valid SEL assessments. Through a series of studies, the voices of 8083 students and 114 educators were engaged in the development of the Student Emotion Regulation Assessment (SERA). We report the results of four studies that examine the internal consistency and factor structure of the SERA, which seeks to measure students’ use of eight emotion regulation strategies (avoidance/escape, acceptance, distraction, emotional support-seeking, problem-solving, reappraisal, rumination/repetitive thinking, and somatic relaxation) to manage anger, anxiety, boredom, and sadness across commonly occurring and school-related academic and social situations. Results also begin to establish the ecological validity and perceived utility of the tool by students and educators, including the reports which provide students’ patterns of emotion regulation strategy use. Implications for the development of SEL assessments and their application are discussed.
Impact statement
Bridging the gap between assessment development and use, this paper describes the iterative development of the Student Emotion Regulation Assessment to create a tool that is scientifically rigorous, relevant, and practical for schools. It is a digital vignette-based assessment that measures students’ use of eight different strategies (acceptance, avoidance/escape, distraction, emotional support-seeking, problem solving, reappraisal/reframing, rumination/repetitive thinking, somatic relaxation) to manage anger, anxiety, boredom, and sadness across commonly occurring academic and social situations in or related to school. It provides individual data reports for students in grades 6–12 and aggregated data reports for schools working with grades 1–12.
尽管越来越多的学校在各个年级优先考虑社会和情感学习（SEL），但对SEL编程的兴趣超过了有效SEL评估的发展。通过一系列的研究，8083名学生和114名教育工作者参与了学生情绪调节评估（SERA）的开发。我们报告了四项研究的结果，这些研究检验了SERA的内部一致性和因素结构，旨在衡量学生使用八种情绪调节策略（回避/逃避、接受、分心、情感支持寻求、解决问题、重新评估、反刍/重复思考和躯体放松）来管理愤怒、焦虑、无聊和悲伤，这些策略通常发生在学校相关的学术和社交情境中。结果也开始建立生态效度和感知效用的工具由学生和教育工作者，包括报告提供了学生的情绪调节策略的使用模式。讨论了发展SEL评估及其应用的意义。影响声明弥合评估开发和使用之间的差距，本文描述了学生情绪调节评估的迭代开发，以创建一个科学严谨，相关和实用的学校工具。这是一种基于数字图像的评估，衡量学生使用八种不同策略（接受、回避/逃避、分散注意力、寻求情感支持、解决问题、重新评估/重新构建、沉思/重复思考、身体放松）来管理愤怒、焦虑、无聊和悲伤，这些策略通常发生在学校或与学校相关的学术和社交场合。它为6-12年级的学生提供个人数据报告，为1-12年级的学校提供汇总数据报告。
引用次数: 0
Happiness in education from the lens of children: Photovoice of students in government run schools in India
从孩子的视角看教育中的幸福：印度公立学校学生的照片
Pub Date : 2025-03-22
DOI: 10.1016/j.sel.2025.100103
There is a growing emphasis on integrating various aspects of learning to live together, social and emotional learning, emotional intelligence, global citizenship education, education for sustainable development, peace education, and human rights education into education, particularly in the Global South. Existing frameworks underscore the need for holistic development, yet very few studies focus on capturing children's perspectives on happiness in educational settings. This study explores children's perceptions of happiness within the educational context of government-run schools in India, using a qualitative approach. Employing photovoice method, the study engaged 54 students from six schools, capturing their insights through photographs and discussions. The findings highlight three central themes: connectedness to self, others, and the society. Children expressed happiness through self-awareness activities, supportive relationships with peers, teachers, and parents, and a sense of social responsibility, particularly in environmental stewardship and inclusivity. These insights emphasise the importance of social and emotional learning and the integration of happiness curricula, particularly in the Global South, where educational frameworks are increasingly acknowledging holistic development. The study underscores the need for educational practices that foster reflection, empathy, and community engagement, aligning with broader global educational trends. The research contributes valuable perspectives to the discourse on happiness in education, particularly in under-resourced settings, advocating for policies that prioritise well-being alongside academic achievement.
Impact statement
This research offers groundbreaking insights into children's happiness in education, emphasising the need for holistic development in under-resourced contexts. Through the innovative use of photovoice, 54 children from Indian government schools revealed that happiness stems from self-awareness, strong relationships, and a sense of social responsibility. These findings challenge conventional education systems that focus solely on academic achievement, urging policymakers and educators to prioritise emotional well-being, relationship building and community engagement. In regions like the Global South, where education reform is critical, this study makes a compelling case for integrating social and emotional learning into curricula to foster resilient, empathetic global citizens.
人们越来越强调将学习共同生活、社会和情感学习、情商、全球公民教育、可持续发展教育、和平教育和人权教育的各个方面整合到教育中，特别是在全球南方国家。现有的框架强调了整体发展的必要性，但很少有研究关注于捕捉儿童对教育环境中幸福的看法。本研究采用定性方法，探讨了印度公立学校教育背景下儿童对幸福的看法。这项研究采用了照片语音的方法，来自六所学校的54名学生参与了这项研究，通过照片和讨论来捕捉他们的见解。研究结果强调了三个中心主题：与自我、他人和社会的联系。孩子们通过自我意识活动、与同伴、老师和父母的支持关系以及社会责任感，特别是在环境管理和包容性方面，表达了快乐。这些见解强调了社会和情感学习以及幸福课程整合的重要性，特别是在教育框架日益承认整体发展的全球南方国家。该研究强调了培养反思、同理心和社区参与的教育实践的必要性，与更广泛的全球教育趋势保持一致。这项研究为关于教育中的幸福的论述提供了有价值的视角，特别是在资源不足的环境中，倡导将幸福与学业成就放在首位的政策。影响声明这项研究对儿童在教育中的幸福感提供了开创性的见解，强调了在资源不足的情况下全面发展的必要性。通过photovoice的创新应用，来自印度公立学校的54名儿童透露，幸福源于自我意识、牢固的人际关系和社会责任感。这些发现挑战了传统的只注重学习成绩的教育体系，敦促政策制定者和教育工作者优先考虑情感健康、建立关系和社区参与。在南半球等教育改革至关重要的地区，这项研究提出了一个令人信服的理由，即将社会和情感学习纳入课程，以培养具有适应力和同理心的全球公民。
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