Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects
Taylor RD, Oberle E, Durlak JA, Weissberg RP · 2017
grade Cmeta-analysisdeveloper-involvedunclear
Sample
82 interventions, 97,406 students, kindergarten through grade 12, mean age 11.1; 38 studies outside the United States
Population
K-12 students, international.
Design
Follow-up effects from six months to eighteen years post-intervention. Recorded with the effect sizes unobtained - the full text was inaccessible and the abstract reports directional findings only, so no numbers are entered. Independence is developer-involved at field level, with two CASEL-affiliated authors and the same team as the 2011 meta-analysis.
Key findings
Not extracted. The abstract reports that participants fared significantly better than controls in social-emotional skills, attitudes and indicators of wellbeing, that benefits were similar regardless of race, socioeconomic status or school location, and that post-intervention skill development was the strongest predictor of wellbeing at follow-up. No effect sizes are given in the abstract.
Genetic confound
Medium.
Replication notes
Unclear.
DOI / URL
10.1111/cdev.12864
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Follow-up effects on skills, attitudes and wellbeing | not extracted | directional findings only; no effect sizes obtainable | unclear | 6 months to 18 years | business-as-usual | over-2yr | unclear |