Review of the quality of evidence for preschool and school-based programs to support social and emotional skills, perseverance and academic self-concept

This project provides guidance to help school leaders review the evidence for different programs, as well as a review of universal, evidence-based pre-school and school-based social and emotional learning programs available in Australia.

Investigators

Tess Gregory, Danielle Herreen

Project description

Social and emotional skills are essential for children’s ability to learn and succeed at school. Building social and emotional skills helps students to calm themselves down, focus their attention and control their behaviour, which in turn help to reduce disruptive behaviour in the classroom and improve overall learning and academic outcomes. However, schools are not always sure how best to support the social and emotional needs of students, and how to choose between the large range of programs on the market. This project provides guidance to help school leaders review the evidence for different programs, as well as a review of universal, evidence-based pre-school and school-based social and emotional learning programs available in Australia.

This project was undertaken when Institute researchers (Tess Gregory and Danielle Herreen) formed part of the Fraser Mustard Centre, a previous collaboration between researchers at The Kids Research Institute Australia and policy makers at the South Australian Department for Education, aimed to improve research translation.

Partners

South Australian Department for Education

External collaborators

Sally Brinkman (University of South Australia)

Funders of the project

South Australian Department for Education