Promoting Positive Youth Development through School-Based Social and Emotional Learning Interventions

The main purpose of this study was to fill this gap in research by conducting a meta-analysis of the follow-up effects of school-based universal SEL interventions. This research is an extension of a previous meta-analytic review of SEL programs that found significant positive effects at post on a range of outcomes. The interventions included in this review vary considerably in duration, location, participants, and other features, but they all collected follow-up assessments at 6 months or more post-intervention. In addition, the current review aims to identify and test the specific theory of change that underlies SEL interventions. A recent theoretical review indicated that empirical data are needed to support the theory of change guiding PYD interventions and identify which assets provide the greatest support for positive outcomes and buffer against negative outcomes. The current meta-analysis empirically tests one such theory of PYD articulated in the SEL framework: fostering social and emotional skills and positive attitudes provides students with assets that will promote well-being and protect against negative outcomes.