Work

Evaluating the evidence base of targeted skill-building interventions for improving social-emotional competencies in children at-risk for emotional and behavioral disorders

Year: 2025

Type: article

Abstract: Students at risk for emotional and behavioral disorders (EBD) often exhibit deficits in social-emotional competencies that hinder their academic and behavioral success. While Multi-Tiered Systems of Support (MTSS) commonly include universal (Tier I) and behavioral (Tier II) interventions, there is a critical gap in Tier II interventions that explicitly target social-emotional learning (SEL). This systematic review examined 18 peer-reviewed studies evaluating Tier II SEL interventions for K–12 students at risk for EBD. Studies were included if they provided explicit SEL instruction aligned with CASEL’s SAFE framework and measured SEL outcomes. Findings revealed that most interventions targeted self-management, relationship skills, and responsible decision-making, with several demonstrating statistically or educationally meaningful improvements. However, only a subset of studies met the Council for Exceptional Children’s (CEC) standards for evidence-based practices. Variability in student identification methods, intervention fidelity, and outcome measurement limited the strength of the evidence base. Despite these limitations, the review supports Tier II SEL interventions as a promising evidence-based practice for students with or at risk for EBD. Implications include the need for more rigorous research, consistent implementation practices, and integration of targeted SEL within MTSS frameworks to address the complex needs of this population. Impact Statement This review of 18 studies shows that targeted Tier II SEL programs can help students at risk for EBD by strengthening crucial social-emotional skills. However, the evidence base is still developing, with gaps in research quality and consistency. For educators, the findings highlight the promise of integrating targeted SEL supports into MTSS frameworks. Investing in stronger research and implementation practices can ensure schools deliver effective SEL interventions to improve academic and behavioral outcomes for students at risk for EBD.

Source: Social and Emotional Learning Research Practice and Policy

DOI: 10.1016/j.sel.2025.100176

Authors: Erica O. Lee, Lauren E. Anson, Gregory J. Benner, Carolina Kudesey, Yurou Wang

Institutions: University of Montevallo, University of Alabama at Birmingham, University of Alabama

Language: English

Topic: Early Childhood Education and Development

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDGs: Good health and well-being, Quality education

Open Access status: gold

Estimated APC paid: $1,700