Programs and Practices Influencing Socio-Emotional Learning in Primary Schools: A Meta-Analysis

Universal school-based (USB) socio-emotional learning (SEL) programs are widely implemented in primary schools, yet evidence on their effectiveness remains fragmented. This meta-analysis synthesized programs and practices influencing socio-emotional learning in primary school settings, focusing exclusively on universal (Tier 1) interventions. Using correlated and hierarchical effects models, overall effectiveness and moderators related to participant, intervention, and study characteristics were examined. Sixty-five studies involving students aged 6 to 10 were included. Results revealed significant positive effects on overall socio-emotional outcomes and subdomains, including cognitive regulation, social skills, emotional processes, identity, and perspectives. Moderator analyses suggest that age, fidelity of implementation and whether the program was preexisting, predicted socio-emotional outcome. Limitations, directions for future research, and implications for practice are discussed.