Social and Emotional Learning-Universal
An approach that develops children’s ability to regulate their emotions and communicate effectively.
What is it?
Social and emotional learning supports children and young people to understand themselves, manage their feelings and make caring, responsible choices. It also supports them to understand how other people feel, communicate clearly, build positive relationships, and manage impulsive and aggressive behaviour.
Social and emotional learning can be delivered through universal or targeted programmes. This summary focuses on universal approaches that are provided to all children and young people. Our review of the evidence on targeted social and emotional learning programmes is available here.
Universal social and emotional learning is embedded in the education curriculum for primary and secondary school age children. It is delivered face-to-face to whole classes or large groups of children. It follows a highly structured format, with detailed lesson plans, activities, and in some cases scripts to guide delivery.
Most social and emotional learning programmes are delivered by teachers, who receive dedicated training and support from programme staff. In some cases, delivery may be supported by professionals from other fields such as researchers, psychologists, youth workers, counsellors, or health professionals.
Training to enable staff to deliver social and emotional learning programmes is typically delivered in a single day, sometimes supported by booster sessions later. Training equips professionals with a clear understanding of social and emotional learning, practical strategies for delivering structured lessons, strengthening teacher-pupil relationships and helps staff embed the programme consistently across the school day.
Delivery of social and emotional learning varies in intensity and duration, from a daily session to up to four times a week and can run for a period of three months to a year, or longer.
Activities can include:
- Teaching and practicing new social and emotional learning concepts and behaviours through a mix of storytelling, puppets, videos, role play, games, and group activities.
- Using breathing techniques and other mindfulness practices to support emotion regulation.
- Guiding children to set personal goals, reflect on progress and learn positive behaviours through games, activities, and classroom routines.
Social and emotional learning may reduce violence and offending by developing self-control, anger management, positive relationships and problem-solving skills that enable children to think before they act, reduce impulsivity, and avoid aggression, leading to a reduced risk of involvement in violence, antisocial behaviour, and crime.
Is it effective?
The research suggests that, on average, the impact of universal social and emotional learning on preventing violence is likely to be moderate.
The evidence suggests that universal social and emotional learning may reduce violence by 25%.
The research also estimates that, on average, universal social and emotional learning may reduce crime and offending by 45%.
Universal social and emotional learning approaches were also found to have positive effects on improving mental health, reducing bullying, and reducing behavioural difficulties.
How secure is the evidence?
We have very high confidence in our estimate of the average impact of universal social and emotional learning on violence.
We gave this rating because our estimate is based on 22 studies. Of these, 9 studies were high quality, 11 were moderate quality and 2 were low quality.
Most of the studies were undertaken in the US, 2 in India, and one study each in the UK, Ireland, China, Chile/Colombia, Croatia, Canada, and Switzerland.
We have low confidence in our estimate of the average impact of universal social and emotional learning on crime and offending. We gave this rating because our estimate is based on four moderate quality studies.
The studies that produce the impact ratings on violence and crime and offending assessed the effectiveness of these approaches for 64,430 children and young people.
Who does it work for?
The review did not find any studies that explored the impact of universal social and emotional learning on disability, neurodivergence, socioeconomic status or care experience.
Age
Universal social and emotional learning is effective for children in both primary and secondary school.
Gender
The review found universal social and emotional learning to have higher impact when working with groups of boys and girls.
Ethnicity
Universal social and emotional learning showed greater effects when delivered to groups with children from diverse ethnic backgrounds.
How can you implement it well?
Evidence related to implementation of universal social and emotional learning is informed by 16 reviews, drawing on hundreds of studies globally to identify key themes in successful delivery.
Plan sufficient time for full delivery of social and emotional learning
Plan sufficient and realistic time so that the full programme can be implemented as intended, ensuring all essential content is covered. This helps prevent social and emotional learning from being pushed aside or key content squeezed out when school schedules get busy.
Monitor programme delivery
Plans should include explicit strategies to support, monitor and sustain accuracy of programme delivery, such as training, clear implementation guidance, checklists, observations, and ongoing monitoring processes.
Deliver social and emotional learning in line with SAFE principles
Deliver social and emotional learning in line with four key principles represented by the acronym SAFE:
S = Sequenced in a coordinated and connected way to support skill development, breaking down more complicated skills into smaller steps
A =Active, to enable children to practice and rehearse new skills
F = Focused, with specific sessions allocated to social and emotional learning and,
E = Explicit, clearly defining and targeting skills, and explicitly teaching social and emotional skills to children.
Ensure learning activities which aim to strengthen self-regulation skills such as self-management and emotional regulation are delivered first. This may support children and young people to engage more with subsequent learning such as communication and relationship-building.
Invest in training and supporting providers
Deliver in-person training for teachers in social and emotional learning skills through workshops and coaching and provide manuals to support learning and practice.
Make social and emotional learning equitable and accessible
Programme planning and delivery should embed inclusivity from the outset by selecting delivery times and formats that ensure all children can engage with learning. Provide training on inclusive practices, such as adapting language and embedding cultural values. Clearly document participation of students with SEND and adapt programme delivery where needed to maximise accessibility.
Use interactive, structured methods to support skill development
Incorporate active learning of skills through use of a combination of video, visual content, and digital or interactive tools to support children to engage.
How much does it cost?
On average, the cost of universal social and emotional learning training is likely to be low.
Cost estimates from current UK programmes suggest an average cost of £120 per child, per year.
Costs usually involve programme materials such as books or handouts, training, and staff to deliver the programme. If the programme is delivered by teachers, this will include the cost of teaching cover while they attend training.
Costs will vary depending on the frequency and length of the programme or activities on offer.
Topic summary
- Social and emotional learning is an approach that supports children and young people to understand themselves, manage their feelings and make caring, responsible choices. It also supports them to understand how other people feel, communicate clearly, build positive relationships and manage impulsive and aggressive behaviour.
- Universal approaches are provided to all children and young people in classrooms or large groups through a structured curriculum.
- Universal social and emotional learning is estimated to have a moderate impact on reducing violence. The research suggests that these approaches may reduce violence by 25%. We have very high confidence in this estimate. The research also estimates a high impact on reducing crime and offending, showing a 45% reduction on average. However, we have low confidence in this estimate.
- On average, the cost of universal social and emotional learning is likely to be low.
Take away messages
All contexts:
- Put in place universal curricula to develop children’s social and emotional skills.
- Deliver these sessions weekly, for a minimum of one full term.
Primary context:
- Read and act on the EEF’s Social and Emotional Learning Guidance.
- Consider using evidence-based programmes such as DARE25, PATHS elementary.
Secondary context:
Consider using promising programmes like Healthy Minds, or delivering your own in-house programmes that draw from similar principles.
YEF projects and evaluations
DARE25 aims to encourage children to make safer, healthier and more informed choices and keep them safe from involvement in crime and violence.
External links
EIF social and emotional skills training summary report
A summary report on the importance of social and emotional skills training and how to improve these skills, for children and young people in the UK.
EEF Social and Emotional Learning Guidance
This guidance report reviews the best available research to offer school leaders recommendations to support good social and emotional learning for all children in primary schools.
Foundations Guidebook: PATHS Elementary
PATHS Elementary Curriculum is a school curriculum intervention for children aged between 6 and 12 years, which is designed to promote emotional and social competencies and reduce aggression and behaviour problems in elementary school-aged children, while simultaneously enhancing the educational process in the classroom.
The CASEL 5 addresses five broad and interrelated areas of competence and highlights examples for each: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
External links
EIF social and emotional skills training summary report
A summary report on the importance of social and emotional skills training and how to improve these skills, for children and young people in the UK.
EEF Social and Emotional Learning Guidance
This guidance report reviews the best available research to offer school leaders recommendations to support good social and emotional learning for all children in primary schools.
Foundations Guidebook: PATHS Elementary
PATHS Elementary Curriculum is a school curriculum intervention for children aged between 6 and 12 years, which is designed to promote emotional and social competencies and reduce aggression and behaviour problems in elementary school-aged children, while simultaneously enhancing the educational process in the classroom.
The CASEL 5 addresses five broad and interrelated areas of competence and highlights examples for each: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.