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\nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2024. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nDoes Universal SEL Promote Academic Success? Examining Learner Outcomes Under Routine Conditions in First-Grade Classrooms  \nSusan Crandall Hart  \nJames C. DiPerna  \nPui-Wa Lei  \nHui Zhao  \nTianying Sun  \nThe Pennsylvania State University  \nXinyue Li  \nCambium Assessment  \nKyle Husmann  \nThe Pennsylvania State University  \nAlthough proponents suggest that universal social-emotional learning (SEL) programs promote academic achievement, few studies have directly tested these outcomes under routine conditions in schools. Forty first-grade classrooms participated inan effectiveness trial in which schools (N = 13) were randomly assigned to implementation of a universal SEL program (SSISSEL CIP) or control (business-as-usual practices) conditions within sites/regions. Teachers in the treatment condition prepared for and implemented the program in accordance with their typical local practices. There were no statistically significant main effects on teacher-rated student engagement, motivation, and academic skills. Effect sizes, however, were medium to large and positive for academic engaged time and math achievement. Students with lower teacher-rated academic motivation atpretest also were more likely to improve after program exposure. These findings help identify considerations for further studying the potential academic outcomes resulting from implementing universal SEL under typical conditions.  \nKeywords: achievement, program evaluation, student behavior/attitude, classroom research, elementary schools, experimental research, hierarchical linear modeling, experimental design, multi-site studies, social-emotional learning, universal program, academic outcomes, effectiveness trial, routine conditions, SSIS SEL CIP  \nWhether, to what extent, and under what conditions schoolbased interventions improve student achievement has been a primary emphasis of research supported by the U.S. Department of Education for the past 20 years (National Academies of Sciences, Engineering, and Medicine [NASEM], 2022). The Institute for Education Science (IES), for example, has prioritized funding for large-scale causal impact evaluations in education and required the inclusion of student academic outcome measures, even when studies focus on social-behavioral interventions (U.S. Department of Education, IES, 2020). However, there have been surprisingly few randomized controlled trials (RCTs) examining the effectiveness of universal (i.e., delivered to all students  \nin a classroom, grade level, or school as a primary prevention strategy) social-emotional learning (SEL) programs when they are taught within routine conditions in authentic educational settings (typical implementation practices in schools without additional support provided by a research team; Chhin et al., 2018) . Educators tasked with selecting programs to adopt and implement in their schools might rightfully ask, Can universal SEL truly fulfill its promise to improve both student behavior and academic performance when delivered in my school, outside of a research study? To make local decisions for their setting, plan for successful implementation in their school context, and have realistic expectations for intervention outcomes, educators need  \nCreative Commons CC BY: This article is distributed under the terms of the Creative Commons Attribution 4.0 License  \n([https://creativecommons.org/licenses/by/4.0/](https://creativecommons.org/licenses/by/4.0/)) which permits any use, reproduction and distribution of the work without further  \npermission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/n","cbCaiiwqD6b37Ddx","https://ap.wps.com/l/cbCaiiwqD6b37Ddx","pdf",881732,17,"English","# Article Overview\n## Research Question and Rationale\n## Study Design and Implementation\n## Outcomes and Findings\n## Implications and Next Steps","[{\"question\":\"What question does the article investigate about universal SEL?\",\"answer\":\"It examines whether universal social-emotional learning promotes academic success and how outcomes differ under routine classroom conditions.\"},{\"question\":\"How was the universal SEL program evaluated in the study?\",\"answer\":\"Forty first-grade classrooms participated in an effectiveness trial with randomized school assignments to the SSISSEL CIP program or control business-as-usual conditions.\"},{\"question\":\"What were the main results for academic skills and related outcomes?\",\"answer\":\"There were no statistically significant main effects on teacher-rated engagement, motivation, or academic skills, while effects were medium to large and positive for academic engaged time and math achievement.\"}]","Does Universal SEL Promote Academic Success? Examining Learner Outcomes Under Routine Conditions in First-Grade Classrooms | PDF",1792069136,43]