Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review.

Int J Environ Res Public Health · 2020 · PMC7036843 · PMID 32046001

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borderline significantno p-value reported

Analyses of individual subscales however suggested a significant and moderate intervention effect on positive climate, and a borderline significant effect on teacher sensitivity.

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did not reach statistical significanceno p-value reported

However, this did not reach statistical significance.

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reached borderline significanceno p-value reported

Improvement in the instructional support scale also reached borderline significance.

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marginally significantno p-value reported

Teachers who participated in PATHS also asked children more general questions one year post-intervention, with differences in the number of statements, contextualized talk, ratings of sensitivity and richness of talk appearing marginally significant in favour of the intervention group.

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