Real-world universal SEL and academic outcomes
An effectiveness trial in second grade
Bibliographic Data
In this preregistered cluster randomized effectiveness trial, the Social Skills Improvement System – Social-Emotional Learning Edition – Classwide Intervention Program was evaluated under routine conditions in 40 s-grade classrooms (N = 321 students) across 13 schools. Teachers in schools randomly assigned to the treatment condition employed their typical approach to program implementation without research team involvement while control classrooms continued business-as-usual practices. Participating students’ academic skills were directly assessed, and teachers provided ratings of students’ motivation and engagement. Observers collected engagement data for a randomly selected subset of students from each classroom. Although no statistically significant main effects were detected, two moderated effects were found whereby students with lower initial skills in mathematics and academic engagement demonstrated improved outcomes relative to their peers in business-as-usual classrooms. Research and practice considerations regarding universal SEL programming implemented in real-world settings are discussed
Attendance · Data collection · Set (abstract data type) · Behavioral and Psychological Studies · EFL/ESL Teaching and Learning · Spatial Cognition and Navigation
Effective universal school-based social and emotional learning programs for improving academic achievement
Prosocial Foundations of Children's Academic Achievement
Evidence-based Kernels
Two-Year Impacts of a Universal School-Based Social-Emotional and Literacy Intervention
The Multiphase Optimization Strategy (Most) and the Sequential Multiple Assignment Randomized Trial (SMART)
Comparability of the Social Skills Rating System to the Social Skills Improvement System
Children's social behaviors as predictors of academic achievement
The Kappa Statistic in Reliability Studies
The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes
Missing Data Analysis
Controlling the False Discovery Rate
Incorporating feasibility protocols in intervention research
The state of evidence for social and emotional learning
What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents
Early Social-Emotional Functioning and Public Health
A Framework for Learning From Null Results
Nothing Lost, Something Gained? Impact of a Universal Social-Emotional Learning Program on Future State Test Performance
The Role of Context in Educational RCT Findings
Effectiveness-implementation Hybrid Designs
Efficacy of the Responsive Classroom Approach
Behavioural science is unlikely to change the world without a heterogeneity revolution
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