Author: Lombard, Samantha, Swabet, Karen, Pullen, Darren
Type of paper: Abstract refereed
Social-emotional development is argued to be fundamental to students' success in formal learning. But the link between social-emotional well-being and its effect on academic achievement is not always clear. Consequently, understanding the role of social-emotional programs and their relationship to academic performance is critical as they are important components in knowing to what extent they are related to student success. This study presents the findings from a meta-analysis of peer-reviewed articles from 2010-2017 which assessed social-emotional intervention programs in terms of students success. The following key terms were used to source literature - social wellbeing, emotional wellbeing, resilience, interventions, efficacy, benefits, and effect size. Results indicated that while social-emotional wellbeing programs do lead to positive therapeutic benefits, they did not appear to directly correlated with academic achievement. The role of social-emotional programs needs to be clearly positioned in terms of fostering social-emotional child development, rather than making ad-hoc links to academic achievement. These findings contribute to the growing empirical knowledge and evidence of the impact of social-emotional programs. This is important to consider for stakeholders and educators looking to implement programs and the potential outcomes for students.