Table 2.

SEL intervention programs studies.

Author and year of publication	Name of program	Number of students	Grade	Number of sessions or hours	Local	Targeted student outcomes: references to academic achievement
Neves, 2008	The Best of Coping (BOC)	98	Middle School	10 sessions	Lisbon district	“(…) promotes school performance by working on the affective and social dimensions of academic learning, such as competencies that encourage participation in the classroom (…)” (p. 163)
Moreira et al., 2010	Growing Up Playing (GUP)	First year 843 Second year: 1,446 Third year: 1,077 Fourth year:560	Elementary schools	10 h	Braga, Lisbon, Viana do Castelo, Aveiro district	Does not refer
Reinas, 2011	Slowly but steadly	213	Elementary school	21 sessions	Lisbon district	Does not refer
Raimundo, 2012	Slowly but steadly	213	Elementary school	21 sessions	Lisbon district	“A two-way mixed ANOVA 2 × 2 with “group” (intervention vs. control) as a between subjects factor and “time” (post-test vs. follow-up) as a within-subjects factor showed a significant interaction effect with a significant advantage for the intervention group on academic performance (…)” (p. 104)
Campino, 2012	Program for the promotion of socio-emotional competencies	41	Elementary school (5 grade) and Middle school (6 grade)	18 sessions	Lisbon district	Does not refer
Silva, 2013	International Baccalaureate Diploma Programme (IBDP)	70–90	High school	240 h	Lisbon District	“(…) influence of social and emotional learning in safe, well-managed, attentive and participatory learning environments, increasing the student's attachment to school, the collaborative work of the entire educational community, interpersonal relationships and pro-social behaviors as conducive to impacts on results academic and in the integral development of the student.” (p. 114)
Póvoa, 2013	Emotion School	19	Middle schol (7 and 8 grade) and High school (9 grade)	1 session per week (6 months)	Aveiro district	“(…) contributes significantly not only to a positive change in the behavior and relationships that the students establish with their peers, but also to the improvement of school results” (p. 44)
Raimundo et al., 2013	Slowly but steadly	213	Elementary school	Weekly sessions (1 year)	Lisbon district	“The impact on not only behavioral but also academic outcomes should be considered.” (p. 178)
Silva, 2014	Me & The Others—History 9	58	High school	7 sessions	Lisbon district	Does not refer
Coelho, 2014	Positive Attitude	First study: 970	Elementary school	13 sessions	Lisbon district	“Particularly important is the finding of a very relevant relationship between participation in school adjustment programs in the transition to the second cycle, accompanied by a program of development of socio-emotional skills, and reduction of absenteeism and school failure in the 5th year.” (Coelho, 2014, p. 297)
	Let's Feel with Necas	Second study: 472	Middle school	13 sessions
	Positive Attitude	Third study: 825	Elementary school	20 sessions
Amaral, 2014	Positive Attitude	139	Elementary school	11 sessions	Azores archipelago	Does not refer
Coelho et al., 2014	Positive Attitude	474	Middle School	13 sessions	Lisbon district	“In academic self-concept there were significant increases for students in the intervention group in the lowest quartile, even though there no significant increases for the intervention groups over control groups as a whole for the total sample, while for social self-concept the effect size of the intervention was large when for the total sample it was medium.” (p. 361)
Coelho et al., 2015a	Positive Attitude	855	Middle School	12 sessions	Lisbon district	Does not refer
Coelho et al., 2015b	Positive Attitude	472	Middle School	13 sessions	Lisbon district	Does not refer
Correia, 2015	Live the emotions	First study : 67	Preschool	18 sessions	Lisbon district	“There were significant gains with intervention, regardless of the previous level of competence and gender, in the relationship between peers, academic behavior, social skills, emotional knowledge, school learning skills, school, behavioral and social adaptation.” (2015).
	Positive Attitude	Second Study: 144	Elementary school
de Carvalho et al., 2017	Positive Attitude	454	Elementary school	6 sessions	Lisbon district	“In accordance with previous studies, children who participated in the MindUP program improved in positive emotions, which can contribute to flourishing mental health and to improving academic results”
Pereira, 2016		45	Middle School	9 sessions	Lisbon district	“First of all, results suggest that SEL programs may help to accomplish the mission of educational systems to deliver effective interventions that meet the academic, behavioral, and socio-emotional needs of children and youth (…)” (p. 70)
Coelho et al., 2016a	Positive Attitude	2,068	Elementary school and Middle schol	13 sessions	Lisbon district	Does not refer
Coelho et al., 2016b	Positive Attitude	970	Elementary school	13 sessions	Lisbon district	Does not refer