Social and Emotional Learning (SEL) Systematic Review
Final Report, Evidence Gap Map, and Study Brief
The systematic review final report provides an overview of the existing evidence on the effects of social and emotional learning (SEL) and soft skills interventions on social and emotional competencies, academic success, wellbeing, health, and resilience in development and humanitarian settings. SEL has emerged as a key strategy within education foreign aid, yet the majority of the evidence comes from the Global North. To fill this research gap, USAID commissioned the Research for Effective Education Programming – Africa (REEP-A) Task Order, to conduct a systematic review to examine the emerging evidence on SEL in development and humanitarian contexts. This study aims to catalogue what we know to inform research, policy, and practice. Specifically, this study has three primary aims: 1) to uncover what SEL evidence exists in humanitarian and development settings; 2) to understand what the evidence tells us; and 3) to differentiate the findings by learning context, setting, and population.
Systematic Review Evidence Gap Map
The Social and Emotional Learning (SEL) Systematic Review Evidence Gap Map visually displays a summary of the existing evidence in development and humanitarian settings. Although SEL has emerged as a key component of development and humanitarian interventions for children and youth, this is the first known systematic and comprehensive review of the existing evidence on the impact of interventions on social and emotional, academic, well-being, and workforce outcomes in these settings. Given that this review can only include published studies and reports, this Gap Map serves as a map of what has already been studied – not ongoing or future opportunities for research related to SEL and Soft Skills.
The study brief complements the gap map and report by highlighting key findings and recommendations that emerged in the review.