Taking stock of programs to develop socioemotional skills: a systematic review of program evidence

Possessing a range of cognitive, socioemotional, and technical skills is important for individuals to maximize their chances of success in many aspects of life. In particular, a growing body of research highlights the effects that socioemotional skills have on a variety of outcomes, from wages and academic performance to health. Programs to help participants develop such skills continue to expand in both developed and developing countries, targeting individuals of almost all ages and life stages. However, the characteristics that make some programs more successful than others, or even...  [+] Show more

Possessing a range of cognitive, socioemotional, and technical skills is important for individuals to maximize their chances of success in many aspects of life. In particular, a growing body of research highlights the effects that socioemotional skills have on a variety of outcomes, from wages and academic performance to health. Programs to help participants develop such skills continue to expand in both developed and developing countries, targeting individuals of almost all ages and life stages. However, the characteristics that make some programs more successful than others, or even what types of outcomes programs use to measure 'success', are less clear. This publication aims to fill this knowledge gap through a systematic review of programs that seek to develop socioemotional skills.

This analysis rigorously examines a diverse range of more than 80 programs, including programs for toddlers and young children before primary school, programs for students enrolled in formal education, and programs targeted at the out-of-school population. The publication develops a conceptual framework that helps to identify the program characteristics and participants' profiles associated with a range of program outcomes. The review subsumes various terminologies under the term socioemotional skills, including soft skills, noncognitive skills, character skills, personality skills, 21st century skills, and life skills. Reported outcomes are classified into four broad categories: (a) health related; (b) risk factor related; (c) academic/cognitive related; and (d) economic related. The findings highlight characteristics and impacts of successful (and less successful) programs.

Edited excerpts from publication.