IMPACT OF SOCIAL-EMOTIONAL LEARNING ON STUDENTS WITH DISABILITIES, AT-RISK YOUTH, AND GENERAL EDUCATION STUDENTS

Abstract

In this Capstone, the researcher examines the impact of evidence-based social-emotionallearning (SEL) programs on students with disabilities and those identified as at risk. These populations, often overrepresented in exclusionary discipline, special education, and alternative placements, frequently lack access to consistent and equitable SEL support. The problem of practice addressed is the systemic inconsistency in implementing high-fidelity SEL programs within these settings, which contributes to disparities in academic engagement, emotional regulation, and behavioral outcomes. A comprehensive literature review analyzing over 60 empirical studies published between 1994 and 2025 was conducted that included quantitative, qualitative, mixed-methods, and meta- analytic research. Sources were selected based on their alignment with the Collaborative for Academic, Social, and Emotional Learning framework and relevance to SEL implementation in both general and special education contexts. Seminal studies by Durlak et al. (2011), Taylor et al. (2017), and S.M.. Jones et al. (2017), along with large-scale reports from the Organization for Economic Co-operation and Development (2021) and Austin Independent School District (2015), provide foundational insights into the effectiveness of SEL and its implementation challenges. Findings indicate that SEL, when implemented with fidelity, significantly enhances students’ emotional regulation, social competence, and academic performance. Outcomes are most robust when programs are embedded in structured, culturally responsive curricula, supported by ongoing professional development and reinforced through schoolwide leadership. However, systemic barriers such as inconsistent delivery, inadequate teacher preparation, and limited administrative support continue to hinder effective implementation, particularly in special education and alternative settings. Although SEL demonstrates strong potential to support at-risk and justice-involved youth, gaps in fidelity, infrastructure, and empirical validation underscore the need for targeted investments and long-term research. In response, in Section 3, I propose a strategic improvement plan that includes forming SEL leadership teams, conducting needs assessments, adopting inclusive evidence-based curricula, and implementing multi-tiered professional development with ongoing fidelity monitoring. These strategies aim to disrupt exclusionary practices and expand equitable access to SEL for the students who need it most.

Keywords: at-risk youth, evidence-based interventions, juvenile justice/detention, social-emotional learning (SEL), students with disabilities, special education, teacher professional development.