The impact of a social and emotional learning program on self-esteem: Differential effectiveness outcomes

Evidence on the differential effectiveness of Social and Emotional Learning Program (SEL) programs fostering self-esteem remains limited, especially across diverse cultural contexts. This study aimed to analyze whether the PAUMS SEL program promoted self-esteem in a large sample of Portuguese middle school students, and whether gender and implementers’ experience influenced the program’s effectiveness. The sample included 1418 seventh- and eighth-grade students (748 boys, 668 girls, and two nonbinary) with a mean age of 12.76 years (SD = 1.09). Self-esteem was assessed with the Portuguese version of the Global Self-Esteem scale of the Self-Description Questionnaire II. Growth Curve Analysis was used to account for the nested data structure, including the effects of gender and implementers’ experience on self-esteem trajectories. Participation in the program was associated with improved self-esteem trajectories in both intervention groups (led by experienced and inexperienced implementers). Girls showed significantly greater self-esteem gains than boys, but no significant differences were found due to implementers’ experience. This study highlights the positive effects of SEL programs on self-esteem, particularly for girls. It also provides significant insights into the implementation and impact of SEL programs in Portugal