The goal of the current paper is two-fold. It will explore two major school-based intervention content areas, including the factors that impact program efficacy and the status of SEL programs in three developmental categories. In the first section, debated questions in the literature on school-based interventions, particularly related to the efficacy of these interventions, will be explored. This section will delve into issues related to program leadership, delivery format of programs, fidelity of program implementation, and cultural relevance of programs. In the second section, SEL programs in early childhood, middle childhood, and adolescence will be described. For each of these stages of development, the general goals that SEL programs aim to achieve and typical evidence-based programs for children in these age groups will be
The goal of the current paper is two-fold. It will explore two major school-based intervention content areas, including the factors that impact program efficacy and the status of SEL programs in three developmental categories. In the first section, debated questions in the literature on school-based interventions, particularly related to the efficacy of these interventions, will be explored. This section will delve into issues related to program leadership, delivery format of programs, fidelity of program implementation, and cultural relevance of programs. In the second section, SEL programs in early childhood, middle childhood, and adolescence will be described. For each of these stages of development, the general goals that SEL programs aim to achieve and typical evidence-based programs for children in these age groups will be