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What Works in School-Based Social and Emotional Learning Programs for Positive Youth Development

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  • Roger P. Weissberg
  • Mary Utne O’Brien

Abstract

Two challenges for researchers of school-based action are to identify effective approaches to prevent problem behaviors and promote positive youth development and to support the widespread implementation and sustainability of evidence-based preschool through high school practice. In this article, the authors describe integrated social, emotional, and academic education as a useful framework for conceptualizing school-based positive youth development programming. We then review findings from selected exemplary studies and research syntheses to support this perspective. We conclude with guidelines for implementing integrated social, emotional, and academic learning programs.

Suggested Citation

  • Roger P. Weissberg & Mary Utne O’Brien, 2004. "What Works in School-Based Social and Emotional Learning Programs for Positive Youth Development," The ANNALS of the American Academy of Political and Social Science, , vol. 591(1), pages 86-97, January.
    • Handle: RePEc:sae:anname:v:591:y:2004:i:1:p:86-97
    DOI: 10.1177/0002716203260093
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    Cited by:

    1. Christopher Peterson, 2004. "Positive Social Science," The ANNALS of the American Academy of Political and Social Science, , vol. 591(1), pages 186-201, January.
    2. Nansook Park, 2004. "Character Strengths and Positive Youth Development," The ANNALS of the American Academy of Political and Social Science, , vol. 591(1), pages 40-54, January.
    3. Christopher Peterson, 2004. "Preface," The ANNALS of the American Academy of Political and Social Science, , vol. 591(1), pages 6-12, January.

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