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School leaders are increasingly focused on students' social-emotional learning skills—such as self- and social awareness, relationship skills, decision making, and self-management—to enhance their overall academic performance.
The following compendium of open-access articles are inclusive of all substantive 91涩漫 journal content regarding social emotional learning published since 2015. This page will be updated as new articles are published.
Note: Articles are listed below in reverse chronological order of publication.
Christina Cipriano, Lauren H. Naples, Abigail Eveleigh, Amanda Cook, Melissa Funaro, Colleen Cassidy, Michael F. McCarthy, Gabrielle Rappolt-Schlichtmann Review of Educational Research, June 2022 Researchers present a systematic review of elementary school universal school-based (USB) social and emotional learning (SEL) interventions from 2008 through 2020 for two groups of minoritized students in education research and practice: students with disabilities and/or minoritized racial identities.
Shana R. Cohen, Alison Wishard Guerra, Monica R. Molgaard, Jessica Miguel 91涩漫 Open, May 2022 Researchers found that parents reported more positive emotions than negative emotions. Findings provide opportunities for educators to mitigate learning loss by building on children’s learning experiences and family adaptations to daily routines during COVID-19.
Carly Tubbs Dolan, Ha Yeon Kim, Lindsay Brown, Kalina Gjicali, Serena Borsani, Samer El Houchaimi, J. Lawrence Aber American Educational Research Journal, December 2021 Researchers found that the remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools and on certain basic academic skills and marginally significant positive and negative impacts on some SEL outcomes.
Na’ilah Suad Nasir, Carol D. Lee, Roy Pea, Maxine McKinney de Royston Educational Researcher, October 2021 Researchers build on recent research in education, neuroscience, psychology, and anthropology to articulate a theory of learning that has the potential to move toward schools and classrooms where deep learning occurs, where learners’ full selves are engaged, and that disrupt existing patterns of inequality and oppression.
Christine Calderon Vriesema, Hunter Gehlbach Educational Researcher, August 2021 Researchers examined student satisficing's pervasiveness and impact on a large-scale social–emotional learning survey administered to 409,721 elementary and secondary students.
Lucrecia Santiba帽ez, Cassandra M. Guarino Educational Researcher, February 2021 This paper uses administrative panel data from California to approximate the impact of the pandemic by analyzing how absenteeism affects student outcomes.
Jian-Bin Li, Shan-Shan Bi, Yayouk E. Willems, Catrin Finkenauer Review of Educational Research, December 2020 Researchers found that the overall effect size for the association between school discipline and self-control was small to medium.
David Blazar, Casey Archer Educational Researcher, June 2020 Researchers examined whether conceptual, cognitively demanding, and “ambitious” instruction—emphasized by policy and practice communities—serve the needs of students with specialized academic needs.
Martin R. West, Libby Pier, Hans Fricke, Heather Hough, Susanna Loeb, Robert H. Meyer, Andrew B. Rice Educational Evaluation and Policy Analysis, March 2020 This study simulates how four constructs—growth mindset, self-efficacy, self-management, and social awareness—develop from Grade 4 to Grade 12 and how these trends varied by gender, socioeconomic status, and race/ethnicity among students participating in the survey for two consecutive years.
Dana Murano, Jeremy E. Sawyer, Anastasiya A. Lipnevich Review of Educational Research, March 2020 Researchers found small to medium effects of universal social and emotional learning interventions delivered to all students on the overall development of social and emotional skills and on the reduction of problem behaviors.
Susan Crandall Hart, James Clyde DiPerna, Pui-Wa Lei, Weiyi Cheng Educational Researcher, January 2020 Researchers observed that effect sizes of a brief universal SEL program on students’ subsequent state test performance generally were positive and consistent with other studies employing similar designs.
Dana Wanzer, Elyse Postlewaite, Nazanin Zargarpour 91涩漫 Open, December 2019 Results of the study support the hypothesized model of noncognitive factors and academic performance proposed by researchers at the University of Chicago Consortium on School Research; however, academic perseverance was not significantly related to academic performance in the context of other noncognitive factors.
Meghan P. McCormick, Robin Neuhaus, E. Parham Horn, Erin E. O’Connor, Hope I. White, Samantha Harding, Elise Cappella, Sandee McClowry 91涩漫 Open, August 2019 Researchers found no impact of one SEL program implemented in kindergarten and first grade on grade retention in fifth grade. However, treatment group students were less likely to ever receive special education services by the end of fifth grade, with low-income students appearing to drive this effect.
Ilya Lyashevsky, Melissa Cesarano, John Black American Educational Research Journal, July 2019 Researchers found that U.S. high school graduates who received a 1-hour online intervention rated their own and others’ emotional reactions as significantly less blameworthy than the control group did, signaling emotion knowledge transfer and greater empathy and emotion acceptance.
James Soland, Gema Zamarro, Albert Cheng, Collin Hitt Educational Researcher, July 2019 Researchers conducted a literature review to investigate whether assessment metadata (typically data relevant to how students behave on a test or survey) can provide information on SEL constructs.
Brian M. Galla, Elizabeth P. Shulman, Benjamin D. Plummer, Margo Gardner, Stephen J. Hutt, J. Parker Goyer, Sidney K. D’Mello, Amy S. Finn, Angela L. Duckworth American Educational Research Journal, May 2019 Researchers found that success in college requires not only cognitive ability but also self-regulatory competencies that are better indexed by high school grades.
Susanna Loeb, Michael S. Christian, Heather Hough, Robert H. Meyer, Andrew B. Rice, Martin R. West Journal of Educational and Behavioral Statistics, April 2019 Researchers found substantive differences across schools in SEL growth, with magnitudes of differences similar to those for growth in academic achievement.
John Jerrim, Sam Sims American Educational Research Journal, February 2019 Researchers found that exposure to the academic selection process has limited impact upon young people’s socioemotional outcomes.
Susan M. Sheridan, Tyler E. Smith, Elizabeth Moorman Kim, S. Natasha Beretvas, Sunyoung Park Review of Educational Research, January 2019 The analyses yielded significant effects of family-school interventions on children’s social-behavioral competence and mental health.
Vi-Nhuan Le, Diana Schaack, Kristen Neishi, Marc W. Hernandez, Rolf Blank American Educational Research Journal, January 2019 Researchers found that greater exposure to advanced content was associated with better interpersonal skills, better approaches to learning, better attentional focus, and lower externalizing behaviors.
Jay P. Greene, Heidi H. Erickson, Angela R. Watson Educational Researcher, March 2018 Researchers find significant educational benefits from seeing live theater, including higher levels of tolerance, social perspective taking, and stornger command of the plot and vocabulary of those plays.
Loren Vandenbroucke, Jantine Spilt, Karine Verschueren, Claire Piccinin, Dieter Baeyens Review of Educational Research, November 2017 Researchers found that teacher–child interactions are related to general executive functioning, working memory, and inhibition but not cognitive flexibility.
Anna J. Markowitz 91涩漫 Open, June 2017 The study found a causal relationship between emotional engagement with school and youth behavioral and psychological outcomes that decreases somewhat as youth age.
Adam Wright, Michael A. Gottfried, Vi-Nhuan Le American Educational Research Journal, April 2017 Researchers found that having a teacher of the same race was unrelated to teachers’ ratings of children’s internalizing problem behaviors, interpersonal skills, approaches to learning, and self-control.
Mary Helen Immordino-Yang, Rebecca Gotlieb American Educational Research Journal, April 2017 Study authors present a series of interdisciplinary studies documenting individual and cultural variability in the neurobiological correlates of emotional feelings.
Jocelyn Bonnes Bowne, Katherine A. Magnuson, Holly S. Schindler, Greg J. Duncan, Hirokazu Yoshikawa Educational Evaluation and Policy Analysis, February 2017 Researchers found that both class size and child–teacher ratio showed nonlinear relationships with cognitive and achievement effect sizes.
Kristen L. Merrill, Stephen W. Smith, Michelle M. Cumming, Ann P. Daunic Review of Educational Research, February 2017 Researchers examined and summarized studies investigating SPS interventions in K–12 settings from 1993 to 2015 and discussed findings and implications for educational research and practice.
Christian V. Sabey, Cade T. Charlton, Daniel Pyle, Benjamin Lignugaris-Kraft, Scott W. Ross Review of Educational Research, January 2017 This article synthesizes the existing research on classwide social, emotional, and behavioral programs for kindergarten students.
Camile R. Whitney, Christopher A. Candelaria 91涩漫 Open, August 2017 This study found that the inroduction of high-stakes test accountability did not have consistenet sifnificant effects on these socioemotional outcomes.
Sven Rieger, Richard Gollner, Marion Spengler 91涩漫 Open, July 2017 Researchers compared the mutability of the Big Five personality traits and social cognitive constructs described as socioemotional skills or motivational variables.
David S. Morris American Educational Research Journal, October 2016 Researchers examined extracurricular participation in High School and its connections to math achievement and 4-year college attendance.
Angela L. Duckworth, David Scott Yeager Educational Researcher, May 2015 Researchers found that debate over the optimal name for "noncognitive" obscures substantial agreement about the specific attributes worth measuring.
Kristin Anderson Moore, Laura H. Lippman, Renee Ryberg 91涩漫 Open, May 2015 Researchers examine outcome measures other than achievement, including child health, emotional/psychological development, educational achievement/attainment, social behavior, and social relationships.
Michael A. Gottfried Educational Evaluation and Policy Analysis, March 2015 The researcher found that students with a greater number of classmates with disabilities have higher externalizing and internalizing behavioral problems and lower frequencies of self-control, approaches to learning, and interpersonal skills.