This paper, written by Tracey Bywater and Jonathan Sharples from the Institute for Effective Education, summarises a selective review of effective school-based social and emotional learning programmes, and draws lessons for policy and practice regarding choice and implementation. The evidence suggests that among universal and targeted evidence-based interventions, multi-modal/component approaches work in promoting cross-context competence and well-being. However, the scaling up of effective programmes remains difficult, and there are too few analyses of the cost-effectiveness or cost-benefit of effective programmes.
Choosing a programme “that works” is not enough to guarantee success; implementing the programme with fidelity takes time and resources, but is necessary to achieve the desired outcomes. A shift from being narrowly focused on “clinical effectiveness” and outcomes to being more inclusive of cost and process evaluations should result in more promising approaches, with a good potential for long-term financial and societal savings.
Source: Effective evidence-based interventions for emotional well-being: lessons for policy and practice (2012), Research Papers in Education, 27(4)