This study expands upon the extant prior meta-analytic literature by exploring previously
theorised reasons for the failure of school-based, universal social and emotional learning …

Researchers and policymakers aspire for educational interventions to change children's
long-run developmental trajectories. However, intervention impacts on cognitive and …

This article presents findings from a meta‐analysis of 213 school‐based, universal social
and emotional learning (SEL) programs involving 270,034 kindergarten through high school …

Over the past few decades, educators have become increasingly interested in implementing
character education in their districts, schools, and classrooms, and the pace of this …

After decades of rigorous study in the United States and across the Western world, a great
deal is known about the early risk factors for offending. High impulsiveness, low attainment …

This study examined associations between two forms of peer victimization, physical and
relational, and externalizing behaviors including drug use, aggression, and delinquent …

Youth violence, including bullying and other serious violent behaviors, has received
increased political and scientific attention over the past several decades. Although violent …

Most interventions for at-risk youth are group based. Yet, research indicates that young
people often learn to become deviant by interacting with deviant peers. In this important …

Objective: To report experimental impacts of a universal, integrated school-based
intervention in social–emotional learning and literacy development on change over 1 school …

The problem is well known to every parent of a teenager, every high school teacher, every
clinical practitioner, and every social policy maker: vulnerable adolescents risk becoming …