@article{ref1,
title="Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects",
journal="Child development",
year="2017",
author="Taylor, Rebecca D. and Oberle, Eva and Durlak, Joseph A. and Weissberg, Roger P.",
volume="88",
number="4",
pages="1156-1171",
abstract="This meta-analysis reviewed 82 school-based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (Mage = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty-eight interventions took place outside the United States. Follow-up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social-emotional skills, attitudes, and indicators of well-being. Benefits were similar regardless of students' race, socioeconomic background, or school location. Postintervention social-emotional skill development was the strongest predictor of well-being at follow-up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students' developmental trajectories.<p /> <p>Language: en</p>",
language="en",
issn="0009-3920",
doi="10.1111/cdev.12864",
url="http://dx.doi.org/10.1111/cdev.12864"
}