The State of Evidence for Social and Emotional Learning: A Contemporary Meta-Analysis of Universal School-Based SEL Interventions

This systematic review and meta-analysis provides an assessment of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade. First, we describe how significant developments in the operational definition of USB SEL and implementation science necessitate an updated review. Next, we will execute a fully replicable meta-analysis of USB SEL interventions, in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards, using the most rigorous methodological practices available in educational and psychological science. Lastly, we will discuss the strengths and limitations of the current evidence and their implications for future SEL research, policy, and practice.

本系统综述与荟萃分析旨在评估针对幼儿园至12年级学生实施的普遍学校基础（USB）社会情感学习（SEL）干预措施现有证据的全面性。首先，我们阐述了USB SEL操作定义的重大进展及实施科学的发展需求，这些均促使我们对现有文献进行更新性回顾。随后，我们将按照系统综述与荟萃分析优先报告项目（PRISMA）标准，采用教育心理学科学领域中最严谨的方法论实践，执行一个完全可复制的USB SEL干预措施的荟萃分析。最后，我们将探讨现有证据的优缺点及其对未来SEL研究、政策与实践的启示。