Understanding which factors are relevant for the effectiveness of social and emotional learning programs is of key importance in designing interventions. This study investigated the effectiveness of a universal, school-based, social and emotional learning program for low middle school students (5th and 6th grades) and compared two program delivery formats for the intervention: curriculum (a semi-structured format) and pre-package (fixed structure).The program also analyzed differential gender effects. There were 982 participants (M = 11.22; SD = 1.02, 46.8 % girls): 318 in the control condition, 355 students in the intervention delivered with a curriculum format and 309 in the intervention delivered in a pre-package format, assessed at pretest, posttest and follow-up eight months later. Multilevel analyses identified positive intervention results in social awareness, self-control, self-esteem, social isolation and social anxiety. The pre-packaged format led to better results in self-esteem and social isolation. Boys gained more in social awareness in both program delivery formats. These findings support the program's effectiveness and the importance of designing the intervention to match program delivery formats with developmental needs.
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