Social and Emotional Learning – a controversial issue in Sweden

1. Birgitta Kimber, Researcher
Charli Eriksson, Professor - presenter
School of Health and Medical Science
Social and Emotional Learning – a controversial
issue in Sweden

2. Social and Emotional Learning
• The now widespread implementation of social
and emotional learning (SEL) programs in
Swedish schools has resulted in a variety of
reactions.
• These programs are designed to promote
student well-being, and raise issues relevant
not only in Sweden but also internationally

3. Objectives
• To examine effects of Swedish social and
emotional training (SET program)
• To analyze the controversies on the SEL
programs

4. Results
• In general, SET was found to have moderate
positive impacts on a range of emotional
variables, reflecting aspects of mental health,
and also a positive curvilinear relationship
with social skills. Also, favorable trajectories
were detected for some subgroups of SET
students with regard to substance use.
• Swedish systematic reviews: SET has limited
support

5. Impact of enhanced SEL – meta-analysis
Durlak et al Child Development, 2011; 82(1): 405-432.
213 school-based program, 270034 children

6. Scientific Issues
• Evidence-based practice
• Risk analysis: a strong foundation in
international life-skills research
• Efficacy and effectiveness studies
• Attrition

7. Substantive Issues
• SET as therapy: whether social and emotional
issues should be treated within structured,
manual-based program, such as SET, or left to
the individual teacher
• SET as a harmful intervention: negative impact
of specific exercises and procedures (based on
non-empirical speculations!)
• Reminder of bullying behavior
• Confidentiality and forced participation

8. SET in need of development
• While having a confidence in the capacity of
teachers to handle social and emotional
issues, SET still needs to be further developed,
in particular through feedback, allocating a
prominent role to school leaders, and
evaluating training, fidelity and aspects of
implementation.

9. Conclusions
• A balance is needed between the risks of
harmful effects and of failing to achieve
beneficial ones.
• Moreover, the participation of stakeholders of
all kinds would be welcome in the
development of programs of this kind.