Can Teaching Kids ‘To Be Good People’ in School Improve Grades?

Hundreds of research studies show that social and emotional learning (SEL) programs are improving students’ academic programs. A recent study by Joseph Durlak and Roger Weissberg explores the evidence.

Teachers and parents agree that kids should leave school proficient in academic subjects, but should also be responsible, respectful, and able to work and get along well with others. Because schools have limited resources and are stressed to promote academic performance above all else, teachers must identify and effectively implement research-based approaches that produce multiple benefits.

Social and emotional learning is the process through which kids (as well as adults) acquire the knowledge, attitudes, and skills to:

● Recognize and manage emotions;

● Set and achieve positive goals;

● Demonstrate care and concern for others;

● Establish and maintain positive relationships; and

● Make responsible decisions.

SEL skills may be taught, modeled, and practiced so that children and young people use them as part of their behavioral ‘tool kit’ in dealing with daily life challenges such as drug abuse, violence, and bullying. Other approaches foster social-emotional development through establishing safe, caring learning environments. The focus of many SEL programs involves school-wide and classroom-based promotion and prevention activities for all students. Some small-group SEL programs address the social-emotional skills of children experiencing behavioral and emotional difficulties.

This article summarizes the key findings of three large studies on the impact of SEL programs for school-age children (ages 5–18).

The Universal Review examined the impact of classroom-based or school-wide SEL interventions that are appropriate for all students.

The Indicated Review evaluated SEL on students who are displaying early signs of behavioral or emotional problems.

The After-School Review examined SEL interventions conducted in after-school programs, which primarily involved students without identified problems. In other words, they evaluated SEL programs across two different time periods and settings (during the school day and after school) and for two different types of student populations (those without any identified problems in the Universal and After-School Reviews and those with early identified problems in the Indicated Review). Each review addressed the following research questions:

i)  Do SEL programs significantly improve participants’ skills, attitudes, behaviors, and academic performance?

ii)  Are SEL programs effective in school and after school and for students with problems (Indicated Review) and without problems (Universal and After-School Reviews)?

iii)  What features are associated with more effective SEL programs?

Methods and results from the three scientific reviews

Studies conducted around the world were included (the majority were done in the U.S.) if they appeared in English by the end of 2008 and involved K-12 students. Collectively, the three reviews included 368 studies involving 322,245 children.

Results showed that students in SEL programs demonstrated superior SEL skills and of pro-social attitudes and behavior, reduced levels of conduct problems and emotional distress, and enhanced academic performance including up to an 11% gain in school achievement. In each review, SEL programs were effective for students of all ages and from different ethnic groups (The Universal Review), and in the Indicated Review were successful for those beginning to show behavioral or emotional problems. In other words, findings provided positive answers to our first two research questions.

To answer our third research question (iii), data indicated that two factors increased the effectiveness of SEL programs: Programs that followed evidence-based practices related to skill development (in the Universal and After-School Reviews) and those free of major implementation problems (in the Universal Review) were more effective than programs not having these features. For example, programs were more successful if they offered an integrated step-by-step skills curriculum or program, used active methods of learning to promote skills, focused sufficient attention on skill development, and established explicit learning goals.

Conclusion

Children’s social, emotional, and academic development are related, and promoting SEL development can lead to several desirable outcomes. Well designed and carefully executed universal and indicated programs – administered during school or after school – can increase positive student behavior and academic performance, and also reduce disruptive behavior and emotional distress. It is critical that teachers and after school personnel acquire the professional development to deliver these skills to students.

Joseph A. Durlak is a Professor of Psychology at Loyola University Chicago and his major interests are in mental health promotion and prevention programs for children and adolescents.

Roger P. Weissberg is Liberal Arts and Sciences Distinguished Professor of Psychology at the University of Illinois at Chicago and the President of the Collaborative for Academic, Social, and Emotional Learning.