A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education

Siddiqui, Nadia; Ventista, Ourania Maria

doi:10.1016/j.ijer.2018.06.003

Cited by 22 publications

(7 citation statements)

References 87 publications

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“…In addition to the databases, studies from thirteen (systematic) reviews and meta-analysis of SEL interventions were added (Merrell 2010;Durlak et al, 2011;Weare and Nind 2011;Sklad et al, 2012;Humphrey, Lendrum, and Wigelsworth 2013;Barnes, Smith, and Miller 2014;Sullivan and Simonson 2016;Wigelsworth et al, 2016;Taylor et al, 2017;Corcoran et al, 2018;Moy et al, 2018;Siddiqui and Ventista 2018;Goldberg et al, 2019). Furthermore, a hand search was completed in the following journals, as they contained a great amount of the studies included in the respective meta-analyses and/or (systematic) SEL interventions were defined as those that had a curriculum and were composed of different sessions in which the promotion of social-emotional competences was addressed and implemented in the same way by teachers/other professionals.…”

Section: Search Procedures and Inclusion Criteriamentioning

confidence: 99%

“…Positive outcomes on social emotional competences could be found in two metaanalyses (Durlak et al, 2011;Wigelsworth et al, 2016) and evidence of long term effects of social-emotional interventions was demonstrated by Sklad et al (2012), including forty-five studies, and Taylor et al (2017), including eighty-two studies, although short-term effects were more likely than long-term effects. However, Siddiqui and Ventista (2018) reported slightly more attenuated but positive results in their systematic review on the impact on non-cognitive skills, including thirteen studies.…”

Section: Introductionmentioning

confidence: 98%

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Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review

Hassani

Schwab

2021

Front. Educ.

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In the last decades, social-emotional learning interventions have been implemented in schools with the aim of fostering students’ non-academic competences. Evaluations of these interventions are essential to assess their potential effects. However, effects may vary depending on students’ variables. Therefore, the current systematic review had three main objectives: 1) to identify the effectiveness of social-emotional learning interventions with students with special educational needs, 2) to assess and evaluate those intervention conditions leading to effective outcomes in social-emotional competences for this population, and 3) to draw specific conclusions for the population of students with special educational needs. For this purpose, studies were retrieved from the databases Scopus, ERIC, EBSCO and JSTOR, past meta-analysis and (systematic) reviews, as well as from journal hand searches including the years 1994–2020. By applying different inclusion criteria, such as implementation site, students’ age and study design, a total of eleven studies were eligible for the current systematic review. The primary findings indicate that most of the intervention studies were conducted in the United States and confirm some positive, but primarily small, effects for social-emotional learning interventions for students with special educational needs. Suggestions for future research and practice are made to contribute to the improvement of upcoming intervention studies.

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Section: Search Procedures and Inclusion Criteriamentioning

confidence: 99%

Section: Introductionmentioning

confidence: 98%

Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review

Hassani

Schwab

2021

Front. Educ.

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“…Self-regulation strategies have increasingly been addressed in recent years, particularly in relation to emotion regulation (Ben-Eliyahu, 2019;Schlesier et al, 2019). Nonetheless, the particular use of these strategies has not been taken into sufficient consideration in studies of self-regulation, and even less so in teaching interventions to promote SRL (Donker et al, 2014;Schukajlow et al, 2017;Siddiqui & Ventista, 2018;Tzohar-Rozen & Kramarski, 2018). However, self-regulation strategies can be taught through direct instruction, modeling, and shared and autonomous work (Dignath & Büttner, 2018).…”

Section: Teaching Srl In a School Settingmentioning

confidence: 99%

Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

Seferian

Mels

Martínez

2021

REDIE

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Teaching students to self-regulate enhances their mathematics performance, yet few studies have investigated the long-term differential impact of particular self-regulation strategies specifically for low-achieving students. This quasi-experimental study evaluates the effect of teaching different self-regulation strategies on mathematical problem solving in low-achieving students. The participants were 69 sixth-grade elementary school students randomly assigned to one of three experimental groups (and taught predominantly cognitive, metacognitive or volitional strategies, while verifying intervention fidelity) or a control group for 16 sessions. Mathematical problem-solving skills were evaluated prior to the intervention, upon completion, and two months later. While all three intervention groups obtained significantly better results compared to the control group immediately after the intervention, volitional and metacognitive strategies showed the strongest and most lasting positive effects. We conclude that low-achieving students could benefit from learning self-regulation strategies, particularly when these strategies take into account the affective and motivational dynamics of learning.

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“…The mental health problems generated by students are mostly presented in in the school environment. [9][10][11] . Therefore, the school bears a very important responsibility in the development of students' mental health.…”

Section: Introductionmentioning

confidence: 99%

Applying Play Therapy in Mental Health Services at Primary School

Zhang¹,

Jia²,

Wang³

2019

SHS Web Conf.

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With Chinese economy developing rapidly, the pressure put on individuals and the number of special family type has been increasing dramatically, mental health problems therefor plaguing an increasing number of children. Because the school plays an important role on children's psychological development, the social issue above can be solved most effectively in the school environment. Play therapy, a psychological therapy which is most suitable for children, can tackle students' cognitive, social and behavioral problems when applied at school. We also provide an idea of how to apply play therapy in the school environment.

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A review of school-based interventions for the improvement of social emotional skills and wider outcomes of education

Cited by 22 publications

References 87 publications

Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review

Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review

Teaching to Self-Regulate in Mathematics: A Quasi-Experimental Study with Low-Achieving Elementary School Students

Applying Play Therapy in Mental Health Services at Primary School

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