The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis

TLDR

The study investigates why universal SEL programs often fail to achieve expected outcomes. The authors meta‑analysed 89 studies, comparing efficacy versus effectiveness, developer involvement, and home versus abroad implementation across social‑emotional, behavioural, academic, and emotional outcomes. Results revealed that stage, developer involvement, and implementation location influence SEL outcomes in complex ways, challenging prior expectations and suggesting new research directions.

Abstract

This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes to produce expected results. Eighty-nine studies reporting the effects of school-based, universal SEL programmes were examined for differential effects on the basis of: (1) stage of evaluation (efficacy or effectiveness); (2) involvement from the programme developer in the evaluation (led, involved, independent); and (3) whether the programme was implemented in its country of origin (home or away). A range of outcomes were assessed including: social-emotional competence, attitudes towards self, pro-social behaviour, conduct problems, emotional distress, academic achievement and emotional competence. Differential gains across all three factors were shown, although not always in the direction hypothesised. The findings from the current study demonstrate a revised and more complex relationship between identified factors and dictate major new directions for the field.