School-based, universal social and emotional learning (SEL) has been widely practiced and promoted as a promising approach to prevent youth mental, emotional, and behavioral problems. Although prior research has accumulated robust evidence of the average effects of universal SEL, it remains unclear whether it works similarly or differentially across diverse sociocultural subgroups of students. Investigating subgroup effects has implications for understanding the impact of universal SEL on possible subgroup disparities in student social-emotional competence (SEC). This study examined whether the effects of a universal SEL program on student SEC development differed across diverse student subgroups classified by gender, race, ethnicity, socioeconomic status, disability status, and English learner status. Data came from student SEC progress monitoring collected during a 1-year quasi-experimental study of a universal SEL program (N = 1592; Grades K-2). The results of multigroup latent growth modeling suggest that (a) the intervention effects were slightly larger for Black students, compared to White or other racial-ethnic subgroups, and (b) the effects were not different across other examined subgroups. This study also found that in the comparison condition, the SEC disparities between Black and White students tended to widen throughout the year, whereas in the intervention condition, Black students showed a similar rate of growth as their White peers. Findings suggest that universal SEL may be similarly beneficial across many diverse student subgroups, while it may yield larger benefits among some racially marginalized subgroups, preventing racial disparities from further widening. Yet the benefits of SEL may not be sufficient to reduce existing subgroup disparities. These findings suggest a need for more studies to examine differential effects of universal preventive programs by diverse subgroups to better inform practices that enhance equity in youth outcomes.
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http://dx.doi.org/10.1007/s11121-023-01552-y | DOI Listing |
Rising child welfare costs and a desire to keep kids out of the system have encouraged the use of kinship care-of which custodial grandparents make up the majority of caregivers. Unfortunately, custodial grandparents report greater needs for social and emotional support to successfully care for their grandchildren. Yet, the resources required to provide preventive social-emotional support to these families are unknown.
View Article and Find Full Text PDFCureus
November 2024
Psychology/Educational Psychology, Alfred University, New York, USA.
Background and aim The Success4Life (S4L) program is a web-based, holistic social-emotional learning (SEL) initiative aimed at improving the mental wellness of adolescents and young adults. It adopts a coaching student-led active learning methodology that integrates hands-on experiences with positive psychology along with inquiry-based learning (IBL) and project-based learning. The objective of this study was to examine and understand the experiences of the participants with the S4L program when conducted per the published protocol.
View Article and Find Full Text PDFSchool Ment Health
August 2024
School of Education and Human Development, University of Virginia, Charlottesville, VA USA.
There is growing interest in the integration of social-emotional learning (SEL) and equity approaches in schools, yet systematic research on how to blend these two frameworks is limited. In this article, we describe the process by which a research-practice partnership (RPP) collaborated to iteratively co-create a multi-component equity-focused SEL preventive intervention in the context of a politically charged landscape related to the 'dual pandemics' of racial injustice and COVID-19 in the early 2020s. We conducted a document review of informal data sources (e.
View Article and Find Full Text PDFFront Psychol
September 2024
Semear Valores Cooperative, Cascais, Portugal.
Universal school-based socio-emotional learning (SEL) programs for adolescents have shown their efficacy in producing positive outcomes. The aim of the current study is to present an original school-based program and project for adolescents- - and to assess the relationship between participation in the project and students' socio-emotional skills. Based on the character strengths and virtues model, this online school radio project aimed at promoting communication, creative thinking, adaptability, and resilience skills in adolescents and giving them the opportunity to become influential agents of well-being and citizenship.
View Article and Find Full Text PDFSch Psychol
July 2024
Department of Special Education, University of Missouri.
Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students' competency in areas designed to help them successfully manage the school environment and life in general.
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