Can universal school-based social and emotional learning programs reduce early antisocial behaviours? A systematic review and meta-analysis

Preventing and reducing antisocial behaviour among young people requires multi-tiered solutions involving families, communities and schools. While targeted family and individual-level programs for at-risk children and young people are critical, they can be limited in reach as well as engagement, participation and retention. Universal programs delivered in schools, which have shown evidence of improving social and emotional learning more broadly, could be a useful complement to addressing antisocial behaviour among young people. We sought to determine whether school-based universal social and emotional learning (SEL) programs are effective at reducing early manifestations of antisocial behaviour and delinquency (i.e., aggression and conduct problems). We conducted a systematic review and identified 6,280 potential studies for inclusion. After screening, 35 studies were retained. Over 77% of programs (27 out of 35) were effective at reducing/decelerating some form of antisocial behaviour. Approximately half (n = 17) of the studies examined the effect of gender on program effectiveness and only six found significant gender differences. A meta-analysis of studies with conduct problems and aggression outcomes found significant, albeit weak treatment effect. Findings suggest that universal SEL programs can help to reduce antisocial behaviour but should be implemented among other strategies.