Social-Emotional Learning Intervention for K–1 Students at Risk for Emotional and Behavioral Disorders - Mediation Effects of Social-Emotional Learning on School Adjustment

Oct 15, 2026

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Education researchers and practitioners stress social-emotional learning (SEL) and self-regulation as foundations for children’s adjustment and school connection, especially during the transition to kindergarten and early primary grades. A pretest–posttest cluster-randomized trial of the SELF curriculum for kindergarten–first grade students showed improvements in self-regulation, SEL, SEL-related vocabulary, and general behavioral functioning. Structural equation modeling examined whether these SEL impacts on school adjustment were mediated by language and/or self-regulation outcomes. Direct effects were replicated, hypothesized mediators were not supported, and competence and internalizing outcomes were mediated by SEL competence measures.

LanguageEnglish

CategoryResearch & Report

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Pages14

Reading Time35 min

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Abstract

Keywords

Social-emotional learning interventions and school adjustment

Language development and emotional and behavioral self-regulation

Social-Emotional Learning Intervention for K–1 Students at Risk for Emotional and Behavioral Disorders: Mediation Effects of Social-Emotional Learning on School Adjustment Behavioral Disorders 2023, Vol. 49(1) 17–30 © Hammill Institute on Disabilities 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/01987429231185098](DOI: 10.1177/01987429231185098)[ ](DOI: 10.1177/01987429231185098)[journals.sagepub.com/home/bhd](journals.sagepub.com/home/bhd) Ann P. Daunic, PhD 1, Burak Aydin, PhD2, Nancy L. Corbett, PhD 1, Stephen W. Smith, PhD 1, Delaney Boss, PhD 1, and Emily Crews, EdS 1 Abstract Education researchers, policy makers, and practitioners have emphasized the role that social-emotional learning and self-regulation play in children’s adjustment and connection to school, particularly as they transition from pre-school to kindergarten and the primary grades. A pretest–posttest cluster-randomized efficacy trial of the Social-Emotional Learning Foundations (SELF) curriculum for kindergarten–first-grade students found positive main effects on assessments of self-regulation, social-emotional learning, social-emotional vocabulary, and general behavioral functioning. This study is a secondary analysis using structural equation modeling to explore whether SELF effects on school adjustment were mediated by its effects on language and/or self-regulation–related outcomes. Findings replicated direct effects of treatment but did not support hypothesized mediators. In contrast, direct effects of treatment on measures of competent school functioning and internalizing behavior were mediated by outcome effects on a standardized measure of social-emotional learning competence. Study findings underscore the fundamental importance of social-emotional learning to school success and suggest related measurement issues in social-emotional learning and topics for further research. Keywords elementary age group, behavior disorders, emotional or behavioral disorders/disabilities, randomized trial experimental design, social-emotional learning interventions An increasing number of researchers and education stakeholders emphasize the role social-emotional learning (SEL) plays in children’s adjustment and connection to school, particularly at the critical transition from pre-school to kindergarten (K) and the primary grades (Atwell et al., 2021; Nix et al., 2013; Rademacher et al., 2021) . As such, successful school adjustment requires the development of selfregulatory skills (i.e., emotion awareness, social problem solving, building positive relationships) underlying healthy social, emotional, and behavioral functioning (Blair & Diamond, 2008; Riggs et al., 2006; Savina, 2021) . Selfregulatory skill development contributes significantly to a child’s social-cognitive and behavioral functioning (Cumming et al., 2022; Greenberg et al., 2017; McClelland & Cameron, 2012), and when these processes are underdeveloped, children may exhibit a variety of maladaptive behaviors, interfering with successful functioning in the school setting and elsewhere (Tyler et al., 2019) . Social-emotional learning interventions have been linked to increased prosocial behavior, decreased substance use, increased emotional control, and less peer rejection (Durlak et al., 2011; Rogers, 2019) . Interventions designed for primary grade students at risk for emotional and behavioral disorders (EBD), such as Early Risers (August et al., 2001), Incredible Years (Webster-Stratton, 2001; WebsterStratton & Reid, 2018), and First Steps to Success (Walker et al., 1997), have evidenced positive effects on both academics and social-cognitive and behavioral functioning. Outcomes included reduction in externalizing behaviors (Nelson et al., 2009; Walker et al., 1997, 2009; WebsterStratton & Reid, 2004), improved social relationships (August et al., 2002, 2003; Walker et al., 2009

FAQs

What did the SELF curriculum trial find for kindergarten–first grade students?

The trial showed positive main effects on assessments of self-regulation, social-emotional learning, social-emotional vocabulary, and general behavioral functioning.

How did the secondary analysis test mediation of SEL effects?

The study used structural equation modeling to examine whether SELF effects on school adjustment were mediated by language and/or self-regulation–related outcomes.

Were the hypothesized mediators supported?

Findings replicated direct treatment effects but did not support the hypothesized mediators. Instead, some outcome effects were mediated through a standardized measure of social-emotional learning competence.

Oct 15, 2026

Uploaded by Bulrr