SEL
Programs that work
features were associated with better
outcomes, although some variables could
not be evaluated in each review because
of the way the studies were conducted and
reported. Nevertheless, data indicated that
two factors increased the effectiveness
of SEL programs. Programs that followed
four evidence-based practices related to
skill development (in the Universal and
After-School Reviews) and those free of
major implementation problems (in the
Universal Review) were more effective than
programs not having these features. For
example, programs were more successful
if they offered a sequential and integrated
skills curriculum or program, used active
forms of learning to promote skills, focused
suffi cient attention on skill development,
and established explicit learning goals.
These practices form the acronym SAFE, for
sequential, active, focused, and explicit.
Results were also better when interventions
were monitored and appeared to be free
of major problems while they were being
conducted.
Conclusion
Youths’ social, emotional, and academic
development are related, and promoting
social and emotional development can
lead to several desirable outcomes. Well-
designed and carefully executed universal
and indicated programs – administered
during school or after school – can increase
positive student behavior and academic promotion and prevention programs for
performance, and also reduce disruptive children and adolescents (email: jdurlak@
What we know
behavior and emotional distress. It is luc.edu).
●
Well-designed SEL programs offered
critical to offer professional development Roger P. Weissberg is Liberal Arts and during and after school can signifi cantly
to school and after-school personnel to Sciences Distinguished Professor of improve children’s attitudes, behaviors,
deliver programs that follow recommended Psychology at the University of Illinois and academic performance.
practices for promoting skills and to monitor at Chicago and the President of the
●
Programs benefi t K to 12 students from
program implementation. Collaborative for Academic, Social, and different ethnic groups, and those with
Policy makers, educators, and the Emotional Learning (CASEL) (email: rpw@ or without behavioral and emotional
public should support the incorporation uic.edu). problems.
of evidence-based SEL programming into
●
Programs following recommended
school and after-school settings. One Author note practices in developing skills (SAFE
important question for future research This article is based on research funded by programs) are more effective.
and practice is to determine the extent to the Lucile Packard Foundation for Children’s
●
Careful program implementation
which coordinated programming efforts Health, the William T. Grant Foundation, and increases the chances of success.
(e.g., Universal plus Indicated or During- the University of Illinois at Chicago.
School plus After-School) produce more
powerful effects than when programs are
Further reading
offered separately. We expect that combined
Durlak JA, Weissberg RP, Dymnicki AB, Taylor American Journal of Community Psychology.
programs would have even more potential
RD, & Schellinger KB (in press), The Impact Available from the fi rst author.
to promote positive school and life success
of Enhancing Students’ Social and Emotional
for more students, and believe that such
Payton J, Weissberg RP, Durlak JA,
Learning: A Meta-analysis of School-based
programs should be delivered and carefully
Dymnicki AB, Taylor RD, Schellinger KB,
Universal Interventions. Child Development.
evaluated.
& Pachan M (2008), The Positive Impact
Available from the fi rst author.
of Social and Emotional Learning for
About the authors
Durlak JA, Weissberg RP, & Pachan M (in Kindergarten to Eighth-grade Students.
Joseph A. Durlak is a Professor of
press), A Meta-analysis of After-school Chicago, IL: Collaborative for Academic,
Psychology at Loyola University Chicago
Programs that Seek to Promote Personal and Social, and Emotional Learning (CASEL)
and his major interests are in mental health
Social Skills in Children and Adolescents. www.casel.org.
winter 2010 Better: Evidence-based Education 5
Better(US)Win10 pp04-05 Social.indd 5 23/2/10 16:58:42
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