A Systematic Review of Social-Emotional Learning (SEL) Implementation and Effectiveness in K–12 Settings (1990-2024)

Abstract

This thesis presents a systematic review exploring the effectiveness of SEL programs in enhancing academic performance and classroom behavior in school settings, with a particular focus on global research and its applicability to Lebanon. The review examined studies published between 1990 and 2024. However, following a rigorous selection process using PRISMA guidelines, eighteen studies were included in the final analysis. The selected studies were evaluated for methodological quality using the MMAT 2018 and CEC standards. Furthermore, this study systematically compares previous reviews on SEL to the objectives and research questions of the current study to establish the significance of conducting this study and highlight the unique contributions of this work. The findings consistently highlight the positive impact of SEL interventions on students’ social-emotional competencies, classroom engagement, and behavior. Programs such as You, Me and the Little Monsters and MindUP significantly improved emotional regulation and peer connectedness, while SPARK Child Mentoring and Incredible Years Teacher Classroom Management enhanced communication and behavior management, particularly for students with behavioral challenges. Additionally, SEL programs contributed to a more positive school climate and increased student engagement, as demonstrated by Positive Action. However, some studies reported mixed outcomes, with unintended consequences such as increased psychosomatic complaints. While SEL interventions positively influenced student engagement and behavioral outcomes, their direct impact on academic performance remains debated. Programs like Second Step showed improvements in academic performance in high-need schools, whereas RULER reported enhanced engagement and behavior without significant academic gains. The review also identified key gaps, including the long-term sustainability of SEL benefits, the need for contextual adaptability, and methodological inconsistencies in program evaluation. Based on these findings, the study provides recommendations for integrating SEL programs into Lebanon’s educational system, emphasizing teacher training, culturally responsive frameworks, and robust assessment methods. Future research should focus on longitudinal studies and standardized evaluation tools to better understand SEL’s long-term effectiveness and optimize its implementation across diverse educational settings. Additionally, it should evaluate the practical implementation of SEL strategies in Lebanese schools, considering the socio-economic characteristics of students and the challenges within the national education system.