TY  - JOUR
PY  - 2017//
TI  - Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects
JO  - Child development
A1  - Taylor, Rebecca D.
A1  - Oberle, Eva
A1  - Durlak, Joseph A.
A1  - Weissberg, Roger P.
SP  - 1156
EP  - 1171
VL  - 88
IS  - 4
N2  - 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>
LA  - en
SN  - 0009-3920
UR  - http://dx.doi.org/10.1111/cdev.12864
ID  - ref1
ER  -