A systematic review of targeted social and emotional learning interventions in early childhood education and care settings

ABSTRACT

A growing body of research evidence suggests universal (Tier 1) Social and Emotional Learning (SEL) interventions in early childhood education and care settings can improve children’s social and emotional development. Less is known however about the effectiveness of targeted (Tier 2) programmes for preschoolers experiencing social, emotional or behavioural challenges. A systematic literature review was conducted to examine the outcomes associated with targeted (Tier 2) SEL interventions; 19 studies were captured in the review. Findings revealed that while evidence for targeted SEL programming is still emerging, it may offer a promising early intervention approach to strengthen aspects of children’s social and behavioural functioning. Based on the evidence reviewed, the impact of targeted SEL intervention on emotional competencies could not be established. Programmes were predominately directed to preschoolers with externalizing problems and there appears to be a dearth of approaches focused on internalizing behaviour. Implications for practice and research are discussed.

KEYWORDS:

• Preschool
• kindergarten
• social and emotional learning
• Tier 2
• behaviour
• social skills

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Claire Blewitt

Claire Blewitt is a PhD candidate in the Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine at Monash University, Melbourne Australia. She is working on the co-design, delivery and evaluation of pedagogical intervention to support early childhood educators foster positive mental health outcomes in pre-schoolers.

Amanda O’Connor

Dr Amanda O’Connor is a research fellow at Monash Centre for Health Research and Implementation. Her qualifications include Doctor of Philosophy (Psychology), Graduate Diploma of Psychology and Bachelor of Health Science (Psychology, Health Promotion and Family Studies). She is an expert in Implementation Science intervention and programme development and evaluations. Her research interests include parent–child relationships, child development, family violence, women’s health and well-being. She works collaboratively with industry partners, intermediary research organizations and multiple academic research centres.

Heather Morris

Dr Heather Morris is an early career research fellow with expertise in developmental psychology and early childhood research. Her recent experience includes conducting a randomized trial in early childhood, an evaluation of an early childhood wrap-around service for vulnerable families and an evaluation of a co-designed parenting programme. Her research interests include child health and development with a special interest in obesity prevention and parenting support.

Tamara May

Dr Tamara May is a psychologist and senior research fellow at Monash University in the Department of Paediatrics. Her research contributes to advancing knowledge about the epidemiology and clinical characteristics of autism, attention-deficit hyperactivity disorder and other neurodevelopmental disorders. Her research and clinical interests include mental health problems, such as complex trauma and depression.

Aya Mousa

Dr Aya Mousa is a postdoctoral research fellow of the National Health and Medical Research Council of Australia, working within the School of Public Health and Preventive Medicine at Monash University. She has experience in teaching epidemiology and biostatistics, evidence synthesis as well as a background in public health and health services research including national studies exploring psychosocial care across New Zealand primary health care services. Her interest is in preventive research, primarily focusing on interventions for improving maternal and child health.

Heidi Bergmeier

Dr Heidi Bergmeier is a postdoctoral research fellow with expertise in child development and health behaviour. Her special interest areas are child attachment, self-regulation, temperament, social and emotional learning and maternal mental health. Heidi works closely with parents, educators and children in both the home and early education settings to gain a better understanding of caregiver–child interactions that promote optimal child development, including learning and health outcomes. Her research has informed the development of educational programmes in both the health and education sectors.

Andrea Nolan

Andrea Nolan is currently a professor of Early Childhood Education, in the School of Education, Deakin University, Melbourne, Australia. She has had extensive experience teaching in early childhood education settings and in primary schools, and has taught in the Technical and Further Education (TAFE) and University sectors. Andrea has worked on a number of State, National and international projects concerning professional learning for teachers, programme evaluation and social and emotional learning. Her research is framed around workforce capabilities, focusing on the practice of teachers.

Kylie Jackson

Dr Kylie Jackson has over 20-year experience working intensively with young people and their families in a variety of roles in early childhood and educational settings, including early childhood intervention, private practice, Principal of The Cheshire School and more recently as a senior manager/supervising psychologist at bestchance Child Family Care. Kylie holds a Masters in Counselling Psychology and a PhD working with parents of young children with an intellectual disability and anxiety. Kylie is committed to ensuring best possible outcomes for young people and their families. Her professional interest areas include attachment, school readiness and developmental disabilities.

Helen Barrett

Helen Barrett has been teaching for 17 years and has worked with every age group from 3 to 16 years although most of her experience is in the primary sector working with children who have social, emotional and behavioural needs. Helen has taught in several schools both in the UK and Australia. She has held a variety of roles, such as Principal, Assistant Principal, Leading Teacher, Curriculum Writer and ICT Specialist. Helen is currently the Principal at The Cheshire School, which is a specialist primary school for children who have social emotional and behavioural challenges.

Helen Skouteris

Helen Skouteris is the Monash Warwick Professor in Healthcare Improvement and Implementation Science in the Monash Centre for Health Research and Implementation, School of Public Health and Preventive Medicine at Monash University, Melbourne Australia. She is an expert in child and parental health and well-being and has worked extensively with early childhood service organizations over the past 10 years.