Table 6.

The pattern of effects on teacher and child outcomes across social-emotional learning interventions.

	Preschool PATHS Domitrovich et al., 2007	Preschool PATHS–CARES study Mattera et al., 2013; Morris et al., 2014	Head Start REDI Bierman et al., 2008; Domitrovich et al., 2009
Teacher practice (observational assessment)
Classroom management		0	X
Social-emotional instruction		X	X
Scaffolding		0
Amount of math
Math quality
Language and Literacy supports		0	X
Classroom climate (observational assessment)
Classroom organization		0	0
Emotional support		0	0
Instructional support		X	0
Executive function and behavioral regulation
Executive function	0	0	X
Behavior problems	0	0	X
Emotion knowledge and social problem-solving skills (direct assessments)
Emotion knowledge	X	X	X
Social problem-solving skills	0	X	X
Learning and social behaviors
Learning behaviors		X	X
Social behaviors	X	X	X
Academic outcomes
Math		0
Language/Literacy		0	X

In each cell, “X” indicates that there was a statistically significant impact on that outcome. The “0” indicates that the outcome was tested, and no positive statistically significant impact was found. The dark gray cells represent primary targeted outcomes for the program; the light gray cells represents secondary targeted outcomes; the white cells represents non-targeted outcomes. _FN represents a Kindergarten follow-up outcome.