Social emotional learning — lessons in soft skills like listening to people you disagree with or calming yourself down before a test — has become a flashpoint in the culture wars.
The conservative political group Moms for Liberty opposes SEL, as it is often abbreviated, telling parents that its “goal is to psychologically manipulate students to accept the progressive ideology that supports gender fluidity, sexual preference exploration, and systemic oppression.” Critics say that parents should discuss social and emotional matters at home and that schools should stick to academics. Meanwhile, some advocates on the left say standard SEL classes don’t go far enough and should include such topics as social justice and anti-racism training.
While the political battle rages on, academic researchers are marshalling evidence for what high-quality SEL programs actually deliver for students. The latest study, by researchers at Yale University, summarizes 12 years of evidence, from 2008 to 2020, and it finds that 30 different SEL programs, which put themselves through 40 rigorous evaluations involving almost 34,000 students, tended to produce “moderate” academic benefits.
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The meta-analysis, published online Oct. 8 in the peer-reviewed journal Review of Educational Research, calculated that the grades and test scores of students in SEL classes improved by about 4 percentile points, on average, compared with students who didn’t receive soft-skill instruction. That’s the equivalent of moving from the 50th percentile (in the middle) to the 54th percentile (slightly above average). Reading gains were larger (more than 6 percentile points) than math gains (fewer than 4 percentile points). Longer-duration SEL programs, extending more than four months, produced double the academic gains — more than 8 percentile points.
“Social emotional learning interventions are not designed, most of the time, to explicitly improve academic achievement,” said Christina Cipriano, one of the study’s four authors and an associate professor at Yale Medical School’s Child Study Center. “And yet we demonstrated, through our meta-analytic report, that explicit social emotional learning improved academic achievement and it improved both GPA and test scores.”
Cipriano also directs the Education Collaboratory at Yale, whose mission is to “advance the science of learning and social and emotional development.”
The academic boost from SEL in this 2025 paper is much smaller than the 11 percentile points documented in an earlier 2011 meta-analysis that summarized research through 2007, when SEL had not yet gained widespread popularity in schools. That has since changed. More than 80 percent of principals of K-12 schools said their schools used an SEL curriculum during the 2023-24 school year, according to a survey by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and the RAND Corporation.
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The Yale researchers only studied a small subset of the SEL market, programs that subjected themselves to a rigorous evaluation and included academic outcomes. Three-quarters of the 40 studies were randomized-controlled trials, similar to pharmaceutical trials, where schools or teachers were randomly assigned to teach an SEL curriculum. The remaining studies, in which schools or teachers volunteered to participate, still had control groups of students so that researchers could compare the academic gains of students who did not receive SEL instruction.
The SEL programs in the Yale study taught a wide range of soft skills, from mindfulness and anger management to resolving conflicts and setting goals. It is unclear which soft skills are driving the academic gains. That’s an area for future research.
“Developmentally, when we think about what we know about how kids learn, emotional regulation is really the driver,” said Cipriano. “No matter how good that curriculum or that math program or reading curriculum is, if a child is feeling unsafe or anxious or stressed out or frustrated or embarrassed, they’re not available to receive the instruction, however great that teacher might be.”
Cipriano said that effective programs give students tools to cope with stressful situations. She offered the example of a pop quiz, from the perspective of a student. “You can recognize, I’m feeling nervous, my blood is rushing to my hands or my face, and I can use my strategies of counting to 10, thinking about what I know, and use positive self talk to be able to regulate, to be able to take my test,” she said.
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The strongest evidence for SEL is in elementary school, where the majority of evaluations have been conducted (two-thirds of the 40 studies). For young students, SEL lessons tend to be short but frequent, for example, 10 minutes a day. There’s less evidence for middle and high school SEL programs because they haven’t been studied as much. Typically, preteens and teens have less frequent but longer sessions, a half hour or even 90 minutes, weekly or monthly.
Cipriano said that schools don’t need to spend “hours and hours” on social and emotional instruction in order to see academic benefits. A current trend is to incorporate or embed social and emotional learning within academic instruction, as part of math class, for example. But none of the underlying studies in this paper evaluated whether this was a more effective way to deliver SEL. All of the programs in this study were separate stand-alone SEL lessons.
Advice to schools
Schools are inundated by sales pitches from SEL vendors. Estimates of the market size range wildly, but a half dozen market research firms put it above $2 billion annually. Not all SEL programs are necessarily effective or can be expected to produce the academic gains that the Yale team calculated.
Cipriano advises schools not to be taken in by slick marketing. Many of the effective programs have no marketing at all and some are free. Unfortunately, some of these programs have been discontinued or have transformed through ownership changes. But she says school leaders can ask questions about which specific skills the SEL program claims to foster, whether those skills will help the district achieve its goals, such as improving school climate, and whether the program has been externally evaluated.
“Districts invest in things all the time that are flashy and pretty, across content areas, not just SEL,” said Cipriano. “It may never have had an external evaluation, but has a really great social media presence and really great marketing.”
Cipriano has also built a new website, improvingstudentoutcomes.org, to track the latest research on SEL effectiveness and to help schools identify proven programs.
Cipriano says parents should be asking questions too. “Parents should be partners in learning,” said Cipriano. “I have four kids, and I want to know what they’re learning about in school.”
This meta-analysis probably won’t stop the SEL critics who say that these programs force educators to be therapists. Groups like Moms for Liberty, which holds its national summit this week, say teachers should stick to academics. This paper rejects that dichotomy because it suggests that emotions, social interaction and academics are all interlinked.
Before criticizing all SEL programs, educators and parents need to consider the evidence.
Contact staff writer Jill Barshay at 212-678-3595, jillbarshay.35 on Signal, or barshay@hechingerreport.org.
This story about SEL benefits was produced by The Hechinger Report, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for Proof Points and other Hechinger newsletters.
