SEL integration into early language and literacy interventions: A systematic review

Language, literacy, and social-emotional development are deeply interconnected in early childhood, yet interventions and instruction often address these domains separately. This review systematically synthesized the literature on early childhood interventions and programs that explicitly integrated social-emotional learning (SEL) into language and literacy practices. We identified 61 reports and examined the study characteristics, instructional strategies and program models, and the ways in which SEL integration was conceptualized and measured. Findings indicate that interventions most frequently targeted social communication, peer interaction, and emotional understanding. Programs varied widely in their instructional approaches, from interactive reading and storytelling to play-based activities and structured curricula and differed in how SEL constructs were defined and assessed. Some studies focused on discrete skills such as emotion knowledge or executive functioning, while others addressed broader constructs like social competence and adaptive functioning. Most relied on standardized assessments and teacher reports of child outcomes, while relatively few measured teacher outcomes or classroom-level processes. Although the majority of studies were conducted in the United States and other Western contexts, a small number of promising interventions were tested internationally, highlighting the need for further culturally responsive work. In sum, integrating SEL into language and literacy interventions is both feasible and beneficial, offering the potential for synergistic impacts on children’s holistic development. Future research should prioritize clearer conceptual frameworks, attention to teacher practices and implementation, and greater cultural diversity in samples and setting.