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Joseph Mahoney, Joseph Durlak, and Roger Weissberg compare results from four large-scale meta-analyses of student outcomes related to participation in universal, school-based social and emotional learning (SEL) programs. Their examination includes 356 research reports with rigorous designs and outcome data at post or follow-up from hundreds of thousands of K-12 students within and outside the U.S. on a range of SEL programs. The reviews indicate that universal school-based SEL programs produce positive benefits for participating students on a range of important behavioral and academic outcomes that are evident immediately following the end of intervention and that persist during various follow-up periods. Therefore, current data indicate that SEL programs are both feasible and effective in a variety of educational contexts in many countries around the world.

This study evaluated the results of a social and emotional learning (SEL) program on academic achievement among students attending a large, urban, high-risk school district. Using a cluster-randomized design, 24 elementary schools were assigned to receive either the intervention curriculum ("Promoting Alternative Thinking Strategies", or "PATHS") or a curriculum that delivered few if any SEL topics (i.e., the control group). In addition to state mastery test scores, demographic data, school attendance, and dosage information were obtained from 705 students who remained in the same group from the 3rd to the 6th grade. Analyses of odds ratios revealed that students enrolled in the intervention schools demonstrated higher levels of basic proficiency in reading, writing, and math at some grade levels. Although these between-groups differences held for race/ethnicity, gender, and socioeconomic status, significant within-group differences also were noted across these variables. Collectively, these findings indicated that social development instruction may be a promising approach to promote acquisition of academic proficiency, especially among youth attending high-risk school settings. Implications of these findings with respect to SEL programs conclude the article.

In addition to graduating academically proficient students who are culturally literate, intellectually reflective, and committed to lifelong learning, schools must also enhance students' intrapersonal and interpersonal competencies so they're optimally prepared for work and life. Successful students develop personal strengths including grit, tenacity, perseverance, and positive academic mindsets. They also learn broader social and emotional competencies such as interacting with diverse individuals and groups in socially skilled and respectful ways; practicing positive, safe, and healthy behaviors; and contributing responsibly and ethically to their peers, family, school, and community. Students learn to read, so they can read to learn. Students also learn to relate, so they can navigate. When schools promote students' academic, social, and emotional learning, students will possess the basic competencies, work habits, and values for engaged postsecondary education, meaningful careers, and constructive citizenship.

This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice. (Contains 5 tables.)

Among the many transitions and passages students face during their school years, the entry into middle school is one of the most difficult. During this period, it is crucial for schools and families to work together in order to establish a constructive framework that can foster positive development. This article discusses the important academic, social and emotional competencies on which schools and families should focus during this critical transition period. Promoting these competencies will help adolescents develop positive bonds to home and school, a greater sense of personal possibilities and a constructive view of themselves in their social contexts. A competence-based framework, based on providing adolescents with opportunities for appreciation, belonging, social-emotional competence development, confidence and contributions is presented to guide home-school collaboration. The article concludes with examples of collaborative activities that have been successfully implemented. (Contains 2 tables.)

The authors summarize findings of two major meta-analyses that examined the influence of universal, school-based SEL (social-emotional learning) programs on student outcomes in six domains related to social-emotional skills and behavior and academic achievement. Major findings indicated that participating in SEL programs had positive effects on academic, social, and life outcomes for students.

This article presents the author's response to Robert Maranto's review of "Bad Students, Not Bad Schools". The author begins by thanking Professor Maranto for his thoughtful review of his "Bad Students, Not Bad Schools" (2010). Professor Maranto is the first professional educator to acknowledge the book's existence, a fact that says much about today's intellectual climate. The author discusses certain issues beginning with the Mother of All Unspeakable realities: group differences in IQ. All people can agree that groups vary in average IQs, and IQs powerfully influences academic performance. "Bad Students" stresses this point, or at least as much as possible in the politically correct times. Professor Maranto does not dispute this awkward reality but insists that groups do change average IQs and this gives educators hope that slower kids, with the right pedagogy and effort, can be brought up to speed. The author disagrees and explains what social scientists call the units of analysis problem.

States that research suggests that a caring classroom and school climate combined with character education can improve student academic achievement. Draws implications for board of education policy. For example, sound classroom structure and function are based on a foundation of caring relationships. Concludes that schools must support and promote both academic achievement and social-emotional learning. (PKP)

Describes a 65-item survey developed to assess student needs in the personal, career, and academic areas. Students expressed stronger needs in the career development area. Results indicated a small number of sex and class differences but numerous items where Black students expressed stronger needs than White students. (Author)