Social and Emotional Learning Systematic Review – Study Brief

Social and emotional learning (SEL) has emerged as a key strategy for donors working to improve education and other outcomes in developing and humanitarian contexts. However, most evidence around the effectiveness of SEL program- ming comes from the Global North. To fill this gap, the United
States Agency for International Development (USAID) commis-
sioned the Research for Effective Education Programming – Af-
rica (REEP-A) task order to conduct a systematic review of the
emerging evidence on SEL and soft skills interventions in devel-
opment and humanitarian contexts. Specifically, this review 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) differentiate the findings by learning
context, setting, and population. The resulting evidence gap map
and report provides an overview of the existing evidencei on
the effects of SEL and soft skills interventions on key outcome
areas, including social and emotional competencies, academic success, well-being, health, and resilience, in development and humanitarian settings. This study brief complements the gap map and report by highlighting key findings and recom- mendations that emerged in the review.

Leave a Reply

Your email address will not be published. Required fields are marked *

This site uses Akismet to reduce spam. Learn how your comment data is processed.