Implementation of Social Emotional Learning Programs in K-12 Schools in the United States: A Scoping Review

Background and Purpose: This presentation focuses on the process and preliminary results of a scoping review on social emotional learning (SEL) implementation in K-12 schools in the United States. The highlight will be on common elements across initiatives for successful school-based SEL implementation, including how effective implementation has been defined, measures of effective implementation, and the obstacles to implementation. SEL is the process through which people learn, develop, and apply skills to manage their emotions, establish and maintain relationships, and make decisions. SEL has been shown to reduce student depression, enhance school climate, and improve academic outcomes for students. While SEL's effectiveness on academic and mental health outcomes is well-documented, there is limited research on its implementation. Understanding how to effectively implement SEL interventions in real-world settings is critical for maximizing outcomes. This scoping review aims to comprehensively examine the literature on SEL implementation, identifying gaps and trends in existing SEL knowledge.

Methods: A comprehensive search strategy for five scholarly databases was written by the second author, a research librarian. The PRISMA-ScR framework for scoping reviews was used, and screening and extraction were undertaken in Rayyan using a two-level approach. This presentation will discuss the collaborative approach employed by social work faculty, graduate students, and institutional libraries in order to use best methodological practices for scoping reviews.

Results: 5286 articles met the search criteria. Two research team members completed the first screening of titles and abstracts, and ties were broken by a third team member. 189 articles were included in the second screening which consisted of full text review and was completed by four members of the research team. Ties were broken by a fifth member, the same person who broke earlier ties. Four team members abstracted relevant data. Data was grouped into categories demonstrating types of SEL programs, definitions and measurements of SEL implementation, effective implementation, and barriers and facilitators of effective implementation.

Conclusions and Implications: This presentation offers insights for policymakers, practitioners, and researchers. It informs policy design and implementation for SEL in K-12 schools in the U.S., aiding resource allocation. Through a scoping review process description, this presentation will discuss the implications of existing implementation practices, current understandings of success, and common elements across implementation strategies.