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Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis

Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This...

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Autores principales: Oliveira, Sofia, Roberto, Magda Sofia, Pereira, Nádia Salgado, Marques-Pinto, Alexandra, Veiga-Simão, Ana Margarida
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8281129/
https://www.ncbi.nlm.nih.gov/pubmed/34276496
http://dx.doi.org/10.3389/fpsyg.2021.677217
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author Oliveira, Sofia
Roberto, Magda Sofia
Pereira, Nádia Salgado
Marques-Pinto, Alexandra
Veiga-Simão, Ana Margarida
author_facet Oliveira, Sofia
Roberto, Magda Sofia
Pereira, Nádia Salgado
Marques-Pinto, Alexandra
Veiga-Simão, Ana Margarida
author_sort Oliveira, Sofia
collection PubMed
description Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the efficacy of school-based SEL interventions involving 3,004 in-service preK-12 teachers. The initial systematic review showed that these interventions were very heterogeneous and the research on their efficacy assessed widely distinct outcome variables. Concerning the meta-analysis, results showed statistically significant small to medium effect sizes favoring the experimental group, with SEL interventions impacting teachers' social and emotional competence [g = 0.59, 95% CI (0.29, 0.90)], well-being [g = 0.35, 95% CI (0.16, 0.54)], and psychological distress [g = −0.34, 95% CI (−0.57, −0.10)]. Meta-regressions did not reveal significant values of the explanatory variables, and publication bias was found for social and emotional competence and well-being domains. Findings add to growing empirical evidence regarding the impact of these interventions and contribute to the development of guidelines for the design of effective SEL interventions for teachers.
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spelling pubmed-82811292021-07-16 Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis Oliveira, Sofia Roberto, Magda Sofia Pereira, Nádia Salgado Marques-Pinto, Alexandra Veiga-Simão, Ana Margarida Front Psychol Psychology Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the efficacy of school-based SEL interventions involving 3,004 in-service preK-12 teachers. The initial systematic review showed that these interventions were very heterogeneous and the research on their efficacy assessed widely distinct outcome variables. Concerning the meta-analysis, results showed statistically significant small to medium effect sizes favoring the experimental group, with SEL interventions impacting teachers' social and emotional competence [g = 0.59, 95% CI (0.29, 0.90)], well-being [g = 0.35, 95% CI (0.16, 0.54)], and psychological distress [g = −0.34, 95% CI (−0.57, −0.10)]. Meta-regressions did not reveal significant values of the explanatory variables, and publication bias was found for social and emotional competence and well-being domains. Findings add to growing empirical evidence regarding the impact of these interventions and contribute to the development of guidelines for the design of effective SEL interventions for teachers. Frontiers Media S.A. 2021-07-01 /pmc/articles/PMC8281129/ /pubmed/34276496 http://dx.doi.org/10.3389/fpsyg.2021.677217 Text en Copyright © 2021 Oliveira, Roberto, Pereira, Marques-Pinto and Veiga-Simão. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Oliveira, Sofia
Roberto, Magda Sofia
Pereira, Nádia Salgado
Marques-Pinto, Alexandra
Veiga-Simão, Ana Margarida
Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis
title Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis
title_full Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis
title_fullStr Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis
title_full_unstemmed Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis
title_short Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis
title_sort impacts of social and emotional learning interventions for teachers on teachers' outcomes: a systematic review with meta-analysis
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8281129/
https://www.ncbi.nlm.nih.gov/pubmed/34276496
http://dx.doi.org/10.3389/fpsyg.2021.677217
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