Social-emotional learning (SEL) addresses the ability to control one's emotions and to interact appropriately with others. Numerous programs exist to teach this skill to children in the classroom, and a recent surge in SEL research has allowed patterns to emerge regarding what makes certain programs effective. As one of a four-part series on SEL, REL Mid-Atlantic has released A Review of The Literature on Social and Emotional Learning for Stu..., which identifies the most important components of SEL programs and offers guidance to those selecting them.

As part of this research, Rosemarie O'Conner and colleagues examined 83 research syntheses from 2008-2015 that met inclusion criteria. Common characteristics of successful SEL programs were that learning occurred through teaching specific skills in the classroom, incorporating role-playing, and modeling the skills. The research showed that SEL activities should occur in a sequential order, be used regularly, and students should be allotted enough time for practice. Teacher training is also essential.