This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students. For universal SEL interventions delivered to all students, a random-effects model with 33 primary studies showed small to medium effects for the overall development of social and emotional skills (Hedges’s g = .34) and for the reduction of problem behaviors (g = .32), with an overall grand mean of g = .35. For targeted interventions, delivered to at-risk students identified as being in need of additional supports, a random-effects model with 15 primary studies showed medium effects for the overall development of social and emotional skills (Hedges’s g = .44) and for the reduction of problem behaviors (g = .50), with an overall grand mean of g = .48. A meta-regression model showed that intervention program accounted for 83% of heterogeneity in the overall effect size for universal interventions. Overall, this meta-analysis demonstrated that preschool children benefit from SEL interventions in different contexts, particularly those who were identified as being in need of early intervention. Moreover, best practices for preschool SEL interventions may differ from best practices for K–12 students, given the developmental uniqueness of the preschool years.

中文翻译：

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学前社会和情感学习干预的元分析回顾

这项荟萃分析总结了 48 项研究中普遍和有针对性的社会和情感学习 (SEL) 干预措施对 15,498 名学龄前学生社交和情感技能发展以及减少问题行为的影响。对于向所有学生提供的普遍 SEL 干预，包含 33 项主要研究的随机效应模型显示，对社交和情感技能的整体发展（Hedges 的 g = .34）和减少问题行为（g = . 32)，总平均值为 g = .35。对于被确定为需要额外支持的高危学生的有针对性的干预措施，包含 15 项主要研究的随机效应模型显示对社交和情感技能的整体发展具有中等影响（Hedges 的 g = . 44) 和减少问题行为 (g = .50)，总体平均值为 g = .48。元回归模型显示，干预计划占普遍干预总体效应大小的异质性的 83%。总体而言，这项荟萃分析表明，学龄前儿童在不同情况下受益于 SEL 干预，尤其是那些被确定为需要早期干预的儿童。此外，鉴于学龄前儿童发展的独特性，学前 SEL 干预的最佳实践可能与 K-12 学生的最佳实践不同。这项荟萃分析表明，学龄前儿童在不同情况下受益于 SEL 干预，尤其是那些被确定为需要早期干预的儿童。此外，鉴于学龄前儿童发展的独特性，学前 SEL 干预的最佳实践可能与 K-12 学生的最佳实践不同。这项荟萃分析表明，学龄前儿童在不同情况下受益于 SEL 干预，尤其是那些被确定为需要早期干预的儿童。此外，鉴于学龄前儿童发展的独特性，学前 SEL 干预的最佳实践可能与 K-12 学生的最佳实践不同。