Researchers have shown that children's social-emotional growth is inextricably connected to academic learning. We developed the Social-Emotional Learning Foundations (SELF) intervention, a Grade K-1 curriculum merging social-emotional learning (SEL) and literacy instruction, to promote language supported self-regulation, specifically for primary grade children at early risk for emotional or behavioral difficulties. We report findings from a pretest-posttest cluster randomized efficacy trial with one fixed between-subjects factor to test the effects of teacher-delivered SEL instruction against those of business as usual (BAU). We recruited 163 kindergarten (K) and 141 first grade teachers from 52 schools across 11 school districts within one southeastern state. Our student sample (n = 1154) consisted of 627 kindergarteners and 527 first graders identified by teachers as at risk for internalizing or externalizing emotional and behavioral problems using the Systematic Screening for Behavioral Disorders; 613 of these students participated in the SELF condition and 541 participated in the BAU condition. We randomly assigned schools to SELF or BAU and used a multilevel model with three levels (i.e., children, classrooms, schools) to analyze data on subscales of six (four teacher-report and two direct) assessments related to self-regulation, social-emotional learning, social-emotional vocabulary, and general behavioral functioning. We found positive main effects of SELF compared to BAU on all but one measure, with effect sizes (calculated using Hedges' g) ranging from 0.20 to 0.65. Findings provide evidence for guiding future SEL intervention research and informing practice to improve student outcomes, particularly for children at risk for behavior problems.

研究人员表明，儿童的社交情感成长与学术学习密不可分。我们开发了社会情感学习基础 (SELF) 干预，这是一种融合了社会情感学习 (SEL) 和识字教学的 K-1 年级课程，以促进语言支持的自我调节，特别是针对处于情绪或情绪早期风险的小学一年级儿童。行为困难。我们报告了一项前测后测集群随机功效试验的结果，该试验具有一个固定的受试者间因素，以测试教师提供的 SEL 教学与一切照旧 (BAU) 教学的效果。我们从东南部一个州的 11 个学区的 52 所学校招聘了 163 名幼儿园 (K) 和 141 名一年级教师。我们的学生样本（n= 1154) 由 627 名幼儿园儿童和 527 名一年级学生组成，教师使用行为障碍系统筛查 确定存在内化或外化情绪和行为问题的风险；这些学生中有 613 人参加了 SELF 条件，541 人参加了 BAU 条件。我们将学校随机分配到 SELF 或 BAU，并使用具有三个层次（即儿童、教室、学校）的多层次模型来分析与自我调节、社会-情绪学习、社交情绪词汇和一般行为功能。与 BAU 相比，我们发现 SELF 在除一项措施之外的所有方面都具有积极的主效应，效应大小（使用 Hedges 的g) 范围从 0.20 到 0.65。研究结果为指导未来的 SEL 干预研究和指导实践以改善学生的学习成果提供了证据，特别是对于有行为问题风险的儿童。