Universal school-based social and emotional learning (SEL) interventions yield considerable potential as a means to prevent the onset of mental health difficulties among at-risk children and young people, but to date there has been remarkably little analysis of such ‘differential gains’. Using evidence from three recent studies in England, this seminar will explore the extent to which those who need help the most actually benefit from SEL. Attention will also be paid to the possible moderating role of implementation variability.
Places are limited, please RSVP here.
