Evidence-led, outcomes-focused.
What established research suggests—and how we intend to learn from our own work without overstating impact.
SEL can support wellbeing and academic achievement.
A major 2011 meta-analysis of 213 studies involving 270,034 students found gains in social and emotional skills, attitudes, behaviour and academic performance. The average academic achievement difference was 11 percentile points.
percentile-point average difference in academic achievement across studies, not a guarantee for any individual programme.
Source and methodology ↗studies from 53 countries in a newer meta-analysis; outcomes varied with programme features, context and implementation quality.
Read the 2023 review ↗Measure what matters to children and schools.
Wellbeing
Age-appropriate self-reported wellbeing, belonging and emotional literacy.
School engagement
Attendance, participation, motivation and classroom relationships where feasible.
Learning outcomes
School-relevant progress indicators, interpreted in context.
Implementation quality
Teacher feedback, fidelity, reach and child safeguarding.
Research results are not our impact results.
The figures above come from published international research. They are not outcomes achieved by Golden Child Institute. We will report verified local results only after suitable monitoring and evaluation.
2011 meta-analysis: 213 studies
Read original source ↗2023 review: 424 studies in 53 countries
Read original source ↗CASEL framework and implementation guidance
Read original source ↗Continue reading the SEL evidence.
We encourage educators, decision-makers and programme teams to consult peer-reviewed and practitioner-oriented SEL literature when selecting approaches and evaluating results.
External publications are linked for reference.
