Evaluated cases

Internalizing behaviors/problems

Low social–emotional competences

Low educational/academic performance

Effectiveness

Effective

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Description

These programs, which are usually implemented in school contexts, aim to help children and adolescents increase their ability to understand and manage emotions, as well as to develop positive relationships and make responsible decisions.
To this end, five essential skills are worked on: self-knowledge, self-regulation, sociability, competence in relationships, and responsible decisions.
Social and emotional competencies are considered relevant to promote an integral healthy development and are associated with long-term benefits due to the lower probability of prevalence of psychosocial problems, such as involvement in crime, alcohol and drug consumption, and association with risk groups, among others.

Country of application

Germany
Australia
Brazil
Canada
Spain
United States
Finland
Greece
Netherlands
Ireland
Iceland
Italy
Jamaica
Kenia
Mexico
Norway
New Zealand
Pakistan
Switzerland

Evidence

The Crime Solutions platform presents the results of a meta-analysis that evaluated 213 school-based social and emotional learning programs. This type of intervention generated an improvement in social and emotional skills, attitudes and behaviors, and school performance [1].
The Crime Reduction Toolkit platform presents the results of a systematic review that evaluated the impact of 84 social and emotional learning programs. This systematic review noted that social skills training programs for children led to a 39% improvement in social skills and a 40% improvement in social and cognitive skills, when comparing the treatment group to the control group. Also compared to the control group, the treatment group recorded a 26% reduction in the likelihood of youth recidivism, a statistically significant decrease. Also, according to this review, programs targeting at-risk groups performed on average better than those observed within universal programs [2].

Bibliography

[1] Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

[2] Lösel, F. and Beelmann, A. (2003). Effects of Child Skills Training in Preventing Antisocial Behavior: A Systematic Review of Randomized Evaluations. The ANNALS of the American Academy of Political and Social Science, 587(1), 84–109. https://doi.org/10.1177/0002716202250793

Information Source

Evaluated cases

Efficiency level

Problems addressed

Country of application

Location type

Beneficiaries

The GREAT School Program

Type: Promotion of Social and Emotional Development

Effectiveness:

No Effect

Problem type:

Country:

Second Step: Student Success Through Prevention Middle School Program (2008 Edition)

Sexual violence, School violence or bullying, Interpersonal violence or injuries

Type: Promotion of Social and Emotional Development

Effectiveness:

No Effect

Problem type:

Country:

Reconnecting Youth

Juvenile delinquency, Alcohol abuse, Drug abuse, Externalizing behaviors/problems, Low educational/academic performance

Type: Promotion of Social and Emotional Development

Effectiveness:

No Effect

Problem type:

Country:

SMART Team

Type: Promotion of Social and Emotional Development

Effectiveness:

No Effect

Problem type:

Country:

School-Based Expressive Writing Intervention for At-Risk Urban Adolescents

Type: Promotion of Social and Emotional Development

Effectiveness:

No Effect

Problem type:

Country:

Second Step for Elementary School (2011 Edition)

Externalizing behaviors/problems, Low social–emotional competences

Type: Promotion of Social and Emotional Development

Effectiveness:

No Effect

Problem type:

Country:

Germany, Canada, United States, Netherlands