Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects

This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M-age=11.09years; mean percent low socioeconomic status=41.1; mean percent students of color=45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6months to 18years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students' race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students' developmental trajectories. The title for this Special Section is Positive Youth Development in Diverse and Global Contexts, edited by Emilie Phillips Smith, Anne C. Petersen, and Patrick Leman