Assessing the Efficacy of a School-Based Social-Emotional Learning Intervention.

AbstractThis randomized controlled study examined the efficacy of an online social-emotional learning intervention with a sample of 283 sixth to eighth-grade students (Ages 12–14 years; Male = 134, 47.3%) from 22 classrooms. Results indicated significant gains in mental health knowledge and school e...

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Detalles Bibliográficos
Publicado en:	Child & Youth Services pp. 1 - 34
Autores principales:	Ma, Lin, Pitts, Robyn Thomas, Huang, Jinjin, Raoul, Akila, McKown, Clark, DeRosier, Melissa E., Childress, Deb
Formato:	Journal Article
Publicado:	Taylor & Francis Ltd Sep2026
Acceso en línea:	Ver este registro en EBSCOhost

Descripción
Sumario:	AbstractThis randomized controlled study examined the efficacy of an online social-emotional learning intervention with a sample of 283 sixth to eighth-grade students (Ages 12–14 years; Male = 134, 47.3%) from 22 classrooms. Results indicated significant gains in mental health knowledge and school engagement for the treatment group compared to the control group. Students who engaged more in modules showed more substantial increases in content knowledge and social-emotional learning competencies. Findings also suggest that modules most positively impacted Hispanic students’ self-efficacy, school engagement, and life skills. The importance of this online intervention as an innovative setting is discussed.