For Immediate Release October 9, 2025
Contacts: Tony Pals, tpals@aera.net (202) 238-3235
Marla Koenigsknecht, mkoenigsknecht@aera.net (202) 238-3233
Social and Emotional Learning Programs Linked to Academic Gains
Washington, October 9, 2025—A new large-scale analysis of existing research finds that school-provided social and emotional learning (SEL) programs improve students’ academic achievement in addition to their social and emotional development. The study appears today in Review of Educational Research, a journal of the American Educational Research Association.
The study was authored by Cheyeon Ha of the University of Southern California, and Michael F. McCarthy, Michael J. Strambler, and Christina Cipriano of the Education Collaboratory at Yale.
In a systematic analysis of 40 studies involving more than 33,700 students in grades 1 through 12, researchers led by Cipriano concluded that students who participated in universal SEL programs performed better on academic outcomes—including grades and standardized tests—than students who did not. Universal programs are those that are provided to all students in a school. The examined studies were conducted across 12 countries between 2008 and 2020.
“Contrary to the perception that SEL is only about fostering students’ social and emotional growth, our findings show these programs also make a measurable difference in academic achievement,” said lead author Cheyeon Ha. Now an assistant research professor at the University of Southern California, Ha completed this research during her postdoctoral training at Yale. “We now have rigorous scientific evidence that SEL improves both student well-being and academic achievement.”
Across the studies analyzed, students in universal SEL programs demonstrated significantly higher academic achievement compared to non-participants. The strongest evidence was found at the elementary level. Fewer studies examined the middle and high school levels, where the results were less conclusive, pointing to a need for additional research.
The authors also found that program duration matters. Programs lasting more than one semester—typically defined as four months—were consistently linked with measurable academic gains, while shorter programs showed limited effects on achievement.
Gains were reported in both literacy and math, the two subjects most frequently measured in existing research.
“Our analysis underscores the importance of explicit SEL instruction in schools,” said Cipriano, associate professor at the Yale School of Medicine and director of the Education Collaboratory at Yale. “These programs should not be viewed as add-ons, but as essential components of all students’ school experiences. SEL stands to advance their academic and social and emotional success in school and life.”
Implications for Policy and Practice
For students, the findings show that SEL participation can support both academic success and well-being. For policymakers, the results provide evidence that sustained, universal SEL programs are a sound investment in education systems worldwide. For school leaders, the research highlights the value of embedding SEL into core instruction across grade levels.
The authors note that universal SEL contributes to educational equity by making programs accessible to all students. “SEL is integral to students’ overall development and should be part of every student’s school experience,” Ha and Cipriano said.
The article, “Disentangling the Effects of Social and Emotional Learning Programs on Student Academic Achievement Across Grades 1-12: A Systematic Review and Meta-analysis,” appears online in Review of Educational Research. The research was conducted with support from the Oak Foundation.
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Disentangling the Effects of Social and Emotional Learning Programs on Student Academic Achievement Across Grades 1–12: A Systematic Review and Meta-analysis