What question did this study set out to answer?

Synthesize evidence from randomized controlled trials evaluating the efficacy and implementation outcomes of social-emotional learning interventions in primary school settings.

August 16, 2026European Journal of Psychology of Education0 citationsOpen Access

Social-emotional learning interventions: a systematic review of randomized controlled trials in primary education

AVAikaterini VasiouUniversity of Crete CSChristina SmaropoulouUniversity of Crete

Puntos clave

Synthesize evidence from randomized controlled trials evaluating the efficacy and implementation outcomes of social-emotional learning interventions in primary school settings.
Conducted a systematic review of 11 peer-reviewed randomized controlled trials from two electronic databases published up to September 2024.
Synthesized findings across four core domains: intervention approaches, influencing factors, research outcomes, and future implementation implications.
Interventions consistently produced positive effects on student emotional regulation, social competencies, peer interactions, classroom conduct, and academic achievement.
The most effective programs utilized explicit pedagogical strategies focused on self-awareness, social skills, and self-regulation.
Identified implementation challenges include maintaining long-term intervention sustainability, protocol adherence, and securing educator and parental engagement.

Resumen

Abstract The prevalence of scientific research on the impact of social-emotional learning (SEL) interventions within primary educational contexts has notably escalated in recent years, particularly facilitated by the application of randomized controlled trials (RCTs) to evaluate their efficacy. Contemporary research elucidates a sophisticated interplay of emotional, social, and cognitive components that significantly affect student behavior, emotional regulation, and academic performance. SEL programs consistently demonstrate beneficial impacts on students’ interpersonal skills, emotional regulation, and academic achievements. The most efficacious interventions incorporate explicit pedagogical strategies in social competencies, self-awareness, and self-regulation, frequently resulting in enhancements in classroom conduct and peer interactions. A systematic review of 11 primary research peer-reviewed articles, drawn from two databases and spanning all research up to September 2024 was conducted to identify the key information collectively provided on Social-Emotional Learning (SEL) interventions in primary schools worldwide that used randomized samples. In answering the research questions posed, the following 4 key elements were synthesized: (1) interventions, (2) factors, (3) research outcomes, and (4) future implications. Research findings demonstrate the beneficial effects of SEL interventions on emotional regulation, social competencies, and academic success; however, challenges persist regarding long-term outcomes and adherence to implementation protocols, use of technology, necessitating adaptability for diverse demographics, synergistic integration with other educational interventions, and enhanced engagement from educators and parents for optimal efficacy, while future inquiries should investigate sustainability, transformative processes, and economic evaluations to bolster SEL’s effectiveness and scalability. Classroom frameworks, educator training, and community participation are emerging as critical determinants in the effective enactment of SEL initiatives. These conclusions correspond with the increasing consensus that SEL constitutes a fundamental component for comprehensive child development within primary education.

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