Which Components Boost Social-Emotional Learning Intervention Effects in Preschool Children? A Multilevel Meta-Analysis

This multilevel meta-analysis examined to what extent specific intervention components produce Social-Emotional Learning (SEL) intervention effects in samples of nonclinical preschool children. We coded the strategies implemented in preschool SEL interventions into discrete components targeting specific skills. We extracted data from 87 studies (N = 20,293 preschool children aged 3–5 years) that evaluated 70 interventions and reported 617 effect sizes. Research Findings: Our findings showed that after an early SEL intervention, large improvements were reported in children’s interpersonal (d = 0.63) and emotional skills (d = 0.64), and small improvements were reported in children’s internalizing problem behavior (d = 0.15). No single intervention component was associated with stronger SEL intervention effects, indicating that none of these components (psychoeducation, interpersonal, and cognitive exercises) outperformed the others in contributing to the overall intervention effects. The results did show, however, that including the subcomponent emotion recognition exercises in SEL interventions was typically related to weaker intervention effects on proximal outcomes. Practice or Policy: This suggests that preschool SEL interventions should not use emotion recognition exercises that require children to use advanced socio-emotional capacities or engage in advanced Theory of Mind reasoning.