The national conversation about the importance of social-emotional competencies, such as prosocial behaviors, responsible decision-making, and problem-solving, has increased greatly in the last 2 decades. There is, however, less robust evidence for social and emotional learning programs’ impact on social and emotional outcomes when implemented in low-income, minority populations. The purpose of the present study is to evaluate the effectiveness of a school-based, universal program targeting social-emotional skills in late elementary school (grades 3–5) in a low-income, urban, minority population. Data were collected from 930 students over five waves. Growth curve analyses revealed evidence of favorable program effects on positive youth development, emotional health, self-esteem, problem behaviors, health behaviors, environmental climate, and academics. The study provides evidence for universal school-based interventions in low-income, urban, minority contexts in elementary school grades.
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Lewis, Kendra M.; Holloway, Stefanie D.; Bavarian, Niloofar; Silverthorn, Naida; DuBois, David L.; Flay, Brian R.; and Siebert, Carl. (2021). "Effects of Positive Action in Elementary School on Student Behavioral and Social-Emotional Outcomes". The Elementary School Journal, 121(4), 635-655. https://doi.org/10.1086/714065
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