A systematic review informing recommendations for assessing implementation variability in universal, school-based social and emotional learning interventions

There is theoretical support for, and emerging empirical evidence that, implementation variability (e.g., fidelity, dosage, quality) influences outcomes of school-based social-emotional learning (SEL) interventions, yet this relationship remains underexplored. This review aimed to (1) identify and a...

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Bibliographic Details

Published in:	Social and Emotional Learning: Research, Practice, and Policy
Main Authors:	Annie O’Brien, Margarita Panayiotou, Joao Santos, Suzanne Hamilton, Neil Humphrey
Format:	Article
Language:	English
Published:	Elsevier 2025-06-01
Subjects:	Systematic review Social and emotional learning SEL Implementation variability Fidelity
Online Access:	http://www.sciencedirect.com/science/article/pii/S2773233925000361