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...
Saved in:
| Main Authors: | , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Elsevier
2025-06-01
|
| Series: | Social and Emotional Learning: Research, Practice, and Policy |
| Subjects: | |
| Online Access: | http://www.sciencedirect.com/science/article/pii/S2773233925000361 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
Be the first to leave a comment!