SOCIAL AND EMOTIONAL LEARNING (SEL) SYSTEMATIC REVIEW Final Report – August 2021

This systematic review provides an overview of the existing evidence on the effects of social and emotional learning (SEL) and soft skills interventions on social and emotional competencies, academic success, wellbeing, health, and resilience in development and humanitarian settings. SEL has emerged as a key strategy within education foreign aid, yet the majority of the evidence comes from the Global North. To fill this research gap, USAID commissioned the Research for Effective Education Programming – Africa (REEP-A) Task Order, to conduct a systematic review to examine the emerging evidence on SEL in development and humanitarian contexts. This study aims to catalogue what we know to inform research, policy, and practice. Specifically, this study has three primary aims: 1) to uncover what SEL evidence exists in humanitarian and development settings; 2) to understand what the evidence tells us, and 3) to differentiate the findings by learning context, setting, and population.

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