This meta-analysis synthesizes fifteen empirical and policy studies on the integration of Social Emotional Learning (SEL) into elementary education between 2011 and 2025. The studies include large-scale meta-analyses (Durlak et al., 2011; Taylor et al., 2017), randomized and quasi-experimental trials (Schonert-Reichl et al., 2015; Al-Jbouri et al., 2023; de Carvalho et al., 2017), and policy/system investigations (Domitrovich et al., 2025; Kaspar, 2022; Meland et al., 2024; Lin, 2022; Yang, 2023). These studies consistently demonstrate the positive effects of SEL on students’ social-emotional competence, emotional regulation, and academic achievement across North America, Europe, and Asia. Five major implementation drivers were identified: (1) school-wide coherence; (2) teacher professional development and peer coaching; (3) curricular dose and alignment; (4) cultural and linguistic adaptation; and (5) assessment-feedback loops. Universal school-based SEL programs produced small-to-moderate yet sustainable positive outcomes in behavior and academic engagement. Mindfulness-based and daily-routine interventions enhanced students’ executive function and empathy (Schonert-Reichl et al., 2015). Whole-school frameworks, such as the CASEL School Guide, strengthened organizational readiness and implementation fidelity (Domitrovich et al., 2025). Localized bilingual and CLIL-based models in Taiwan (Lin, 2022; Yang, 2023) demonstrated the adaptability of global SEL frameworks to culturally responsive pedagogy. The findings confirm that effective SEL integration in elementary education depends on coherent school systems, continuous teacher professional learning, culturally sensitive adaptation, and evidence-based feedback. Future research should adopt longitudinal and cross-cultural designs to support sustainable, contextually relevant SEL institutionalization worldwide.

Authors:
Huiling Wu, University of Taipei, Taiwan

About the Presenter(s)
ＷＵ,HUI-LING now is Doctoral student, Institute of Educational Administration and Evaluation, UniInstitute of Educational Administration and Evaluation, University of Taipei Taiwan, Principal of Taipei Sunriseschool Experimental Educational Institution. President of the Dalcroze Music Education Association in Taiwan.

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