A comprehensive new study from Yale University researchers has found that social and emotional learning (SEL) programs in schools are linked to moderate improvements in students' academic performance. The meta-analysis, which reviewed 12 years of data, indicates that students participating in SEL instruction saw their grades and test scores rise by an average of 4 percentile points.
This research provides quantitative evidence in the ongoing debate over the role of SEL in education, suggesting a direct connection between teaching soft skills and achieving better academic outcomes.
Key Takeaways
- A Yale meta-analysis of 40 studies found SEL programs improved student academic scores by an average of 4 percentile points.
- Programs lasting longer than four months produced double the academic benefit, resulting in an 8 percentile point gain.
- Gains were more significant in reading (over 6 percentile points) compared to mathematics (under 4 percentile points).
- The study provides evidence that emotional regulation skills are connected to a student's ability to learn academic material effectively.
Details of the Yale Meta-Analysis
Researchers at Yale University conducted a large-scale review of social and emotional learning programs, summarizing evidence collected between 2008 and 2020. The findings were published in the peer-reviewed journal Review of Educational Research.
The analysis synthesized the results of 40 rigorous evaluations covering 30 different SEL programs. In total, the data included nearly 34,000 students from various school settings.
Measuring the Academic Impact
The central finding was a clear, though moderate, academic benefit for students who received SEL instruction. On average, their performance on tests and overall grades improved by 4 percentile points compared to students who were not in such programs. To put this in perspective, this gain is equivalent to a student moving from the 50th percentile (the exact middle) to the 54th percentile.
The study also revealed that the duration of the program was a significant factor. SEL initiatives that ran for more than four months were notably more effective, yielding an academic gain of more than 8 percentile points—double the average.
"Social emotional learning interventions are not designed, most of the time, to explicitly improve academic achievement," stated Christina Cipriano, an associate professor at Yale Medical School’s Child Study Center and one of the study's authors. "And yet we demonstrated, through our meta-analytic report, that explicit social emotional learning improved academic achievement and it improved both GPA and test scores."
The Connection Between Emotions and Learning
While the study reviewed programs teaching a wide array of skills—from mindfulness and goal-setting to conflict resolution—it points toward emotional regulation as a key driver of academic success.
Cipriano, who also directs the Education Collaboratory at Yale, explained the underlying mechanism. "No matter how good that curriculum or that math program or reading curriculum is, if a child is feeling unsafe or anxious or stressed out or frustrated or embarrassed, they’re not available to receive the instruction," she said.
Reading vs. Math Gains
The academic benefits were not uniform across all subjects. The analysis found that students experienced larger improvements in reading, with an increase of more than 6 percentile points. In contrast, the gains in mathematics were smaller, at just under 4 percentile points.
Effective SEL programs provide students with practical tools to manage stressful situations, such as a surprise quiz. Cipriano offered an example of a student applying these skills: "You can recognize, I’m feeling nervous... and I can use my strategies of counting to 10, thinking about what I know, and use positive self talk to be able to regulate, to be able to take my test."
Context of the SEL Debate
Social and emotional learning has become a contentious topic in education. Critics, including groups like Moms for Liberty, argue that SEL introduces progressive ideologies and that emotional matters should be handled at home, not in schools.
Conversely, some advocates on the left believe that standard SEL curricula are insufficient and should be expanded to include topics like social justice and anti-racism. This new research from Yale enters the debate by focusing on measurable academic data rather than ideology.
Widespread Adoption in US Schools
Despite the political controversy, SEL has been widely implemented. A 2023-24 survey by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the RAND Corporation found that more than 80% of K-12 principals reported their schools use an SEL curriculum.
The current study's findings of a 4 percentile point gain are more modest than those from a landmark 2011 meta-analysis, which reported an 11 percentile point improvement. The earlier study summarized research from a time before SEL was so common in schools.
Implications for Schools and Parents
The market for SEL programs is substantial, with some estimates placing its annual value at over $2 billion. With countless vendors promoting their products, the Yale researchers advise school districts to look beyond slick marketing.
Advice for Educators
Cipriano cautions that not all programs are created equal. She advises school leaders to ask critical questions before investing in an SEL curriculum:
- What specific skills does the program teach?
- Do these skills align with the district's goals, such as improving school climate?
- Has the program been evaluated by an independent, external party?
"Districts invest in things all the time that are flashy and pretty," Cipriano noted. "It may never have had an external evaluation, but has a really great social media presence and really great marketing." To help schools navigate this landscape, she has developed a website, improvingstudentoutcomes.org, to track research on effective programs.
Guidance for Parents
The research also underscores the importance of parental involvement. Cipriano encourages parents to be active partners in their children's education by asking what they are learning in school, including lessons on social and emotional skills.
Ultimately, the Yale study suggests that the division between academics and emotional well-being is a false one. The data indicates that by equipping students with skills to manage their emotions, schools can also help them become more effective learners. This evidence-based perspective aims to ground the ongoing cultural debate in the practical outcomes observed in classrooms.
