Social-emotional learning intervention effects
The role of universal versus indicated implementation settings
Bibliographic Data
| ID | 15029158 |
|---|---|
| Authors | Brechtje de Mooij (0000-0002-0569-3913, University of Amsterdam, corresponding author), Marc J M H Delsing (0009-0003-7244-9990, Radboud University Nijmegen), Marc Delsing (Radboud University Nijmegen), Minne Fekkes (0000-0003-4960-2611, TNO Child Health), Lilian Vliek (0000-0002-1740-8964, Stichting Kanjertraining), Ron H J Scholte (0000-0001-8258-4190, Radboud University Nijmegen), Geertjan Overbeek (0000-0002-3812-6480, University of Amsterdam) |
| Year | 2025 |
| Volume | 29 |
| Issue | 3 |
| Pages | 237-250 |
| Publication date | 2025-07-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Applied Developmental Science (JOURNAL) |
| Journal identifiers | ISSN: 1088-8691 • E-ISSN: 1532-480X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/10888691.2024.2317716 |
| OpenAlex | W4393053180 |
| Language | EN |
| Citations received | 2 |
| References cited | 31 |
We assessed the role of implementation setting (universal or indicated) on the effects of social-emotional skill (SEL) intervention, focusing on school climate and psychosocial adjustment. Taking Topper Training as a case intervention, we used pretest-posttest data from 444 eight to twelve-year-old children across three conditions: universal implementation, indicated implementation, and no-intervention control. School climate improved in the universal implementation setting and psychosocial adjustment improved in both implementation settings. There were no significant differences between the implementation settings, however, larger effect sizes on psychosocial adjustment were found in the indicated implementation setting. Universal implementation of SEL interventions seems most effective when targeting the broader school environment (i.e., school climate), but also has small effects on psychosocial adjustment. Indicated implementation seems to yield larger effects on psychosocial adjustment. This suggests that practitioners should carefully align implementation settings with the behavior they aim to change when selecting interventions
Cognitive psychology · Developmental psychology · Intervention (counseling · Psychiatry · Social emotional learning · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Educational and Psychological Assessments · Psychology · Social Psychology
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Relationships among school climate, school safety, and student achievement and well‐being
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Universal Interventions
Matching Methods for Causal Inference
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The longitudinal association between externalizing and internalizing problems
Contexts of child rearing
Teacher-Child Relationship and Behavior Problem Trajectories in Elementary School
The Impact of Enhancing Students' Social and Emotional Learning
The validity of the multi-informant approach to assessing child and adolescent mental health
| Citations per year | 2 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |