This review indicated that interventions have a substantial impact on a variety of outcomes, including aggression and disruption, social and emotional competence, school bonding, prosocial norms, disciplinary referrals, emotional distress, and academic achievement. A meta-analysis examined the effectiveness of universal school-based SEL interventions on a variety of outcomes (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Reviews and meta-analyses of the prevention of substance abuse (Gottfredson & Wilson, 2003 Lochman & van den Steenhoven, 2002), violence and antisocial behavior (Fagan & Catalano, 2013 Wilson, Lipsey, & Derzon, 2003), poor mental health (Greenberg et al., 2001 Hoagwood et al., 2007), and positive youth development (Catalano, Berglund, Ryan, Lonczak, & Hawkins, 2004) have shown that both universal and targeted prevention programs can substantially reduce the rate of problem behaviors and symptoms, as well as build protective factors that reduce further risk in child and adolescent populations. There are now a considerable number of evidence-based classroom and family-based curricula that have been shown to reduce adverse mental health symptoms, substance use, and associated risk factors. The past two decades have brought clear progress and a stronger empirical understanding to the fields of school-based prevention and the broader field of Social and Emotional Learning (SEL) (Greenberg et al., 2003). ![]() What Is the Current Evidence for the Effectiveness of School-Based Prevention?
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