Social-emotional learning programs have long-lasting effects on children

Programs that target emotional intelligence development have positive and long-lasting effects on children, according to a new study. 

Social and emotional learning programs for youth have not only immediate impact on their behavior but also have long-lasting effects, scientists argue. 

“Social-emotional learning programs teach the skills that children need to succeed and thrive in life,” said Eva Oberle, an assistant professor at UBC’s Human Early Learning Partnership in the school of population and public health. “We know these programs have an immediate positive effect so this study wanted to assess whether the skills stuck with students over time, making social-emotional learning programs a worthwhile investment of time and financial resources in schools.”

These programs usually concentrate on helping the young recognize and understand their emotions, feel empathy, make decisions and build and maintain relationships. And previous research has proven that these tools help youngsters by reducing anxiety levels and behavioral problems and provide a better classroom environment. This is the reason why some institutions have adopted a systematical program of emotional learning, while others have introduced specific programs into their curricula.

The new study analyzed results from 82 different programs involving more than 97,000 students from kindergarten to middle school in the U.S., Europe and the U.K. where the effects were assessed at least six months after the programs completed. The researchers found that social-emotional learning continued to have positive effects in the classroom but was also connected to longer-term positive outcomes.

Those youngsters that participated in such programs graduated from college at a rate 11 per cent higher than peers who did not. High school graduation rates were also higher while drug use and behavior problems were six per cent lower for program participants, as well as arrest rates and mental health problems. And this was true for all students, no matter their race, social-economic background or school location.

“Teaching social-emotional learning in schools is a way to support individual children in their pathways to success, and it’s also a way to promote better public health outcomes later in life,” said Oberle. “However, these skills need to be reinforced over time and we would like to see schools embed social-emotional learning systematically into the curriculum, rather than doing programs as a ‘one-off.’ “

According to Eve Oberle, the schools are the ideal locations for carrying out these programs.

“Especially during middle-school years and early adolescence, young people shift away from their families and toward influences in peer groups and teachers,” Oberle said. “Children spend 923 hours in the classroom every year; what happens in schools is very influential on child development.”