Social–emotional skills are essential for preschool children’s mental health and later school success. Considering the variety of school-based interventions aiming to target SEL development, it remains unclear what programs can be considered evidence-based, and what features characterize well-established programs. Hence, the current systematic review aimed (1) to classify classroom-wide SEL programs according to the criteria for evidence-based interventions; (2) to synthesize studies of programs categorized as well-established; and (3) to analyze study-level and overall risk of bias. Interventions were assessed for inclusion, and corresponding studies were systematically searched. A total of 81 studies corresponding to 38 programs were identified, and 24 studies corresponding to four programs classified as well-established were further analyzed. The results indicated that (1) a limited number of classroom-wide interventions (10.5%) meet the criteria for well-established interventions; (2) program implementation is associated with significant improvement in social–emotional competence, reduced risk of emotional, and behavioral problems, as well as with emerging evidence of positive effects on executive functions or school readiness; and (3) outcomes are reported in the context of mainly rigorously conducted experimental research, which could explain the low risk bias ratings for random assignment, baseline equivalence, or attrition. Taken together, these findings suggest that well-established classroom-based interventions could be promoted as examples of best practices which can be systematically implemented within schools. However, more research is needed to identify key ingredients of program effectiveness, as well as to understand the contextual school-related factors, which enable successful transfer from research to large-scale implementation of classroom-wide SEL practices.

社交情感技能对于学龄前儿童的心理健康和以后的学业成功至关重要。考虑到旨在针对 SEL 发展的各种基于学校的干预措施，尚不清楚哪些项目可以被认为是基于证据的，以及成熟项目的特征是什么。因此，当前的系统评价旨在 (1) 根据循证干预的标准对课堂范围内的 SEL 项目进行分类；(2) 综合分类为成熟的项目的研究；(3) 分析研究水平和总体偏倚风险。对干预措施进行了评估，并系统地检索了相应的研究。总共确定了对应于 38 个项目的 81 项研究，并进一步分析了对应于被归类为成熟项目的 4 个项目的 24 项研究。结果表明 (1) 有限数量的全课堂干预措施 (10.5%) 符合完善干预措施的标准；(2) 项目实施与社会情绪能力的显着提高、情绪和行为问题的风险降低以及对执行功能或入学准备的积极影响的新证据有关；(3) 结果是在主要严格进行的实验研究的背景下报告的，这可以解释随机分配、基线等效或减员的低风险偏差评级。综上所述，这些研究结果表明，可以将成熟的基于课堂的干预措施作为最佳实践的例子加以推广，并在学校内系统地实施。然而，