Students’ Socio-Emotional Skills and Academic Outcomes After the PROMEHS Program: A Longitudinal Study in Two European Countries

Abstract

Previous research shows that better socio-emotional skills are associated with students’ behavioral adjustment and positive learning outcomes; however, the protective role of socio-emotional skills regarding academic learning during global crises has not been studied sufficiently. This research aims to evaluate longitudinal changes in students’ socio-emotional skills and learning outcomes during the implementation of a universal prevention program Promoting Mental Health at Schools (PROMEHS). The research coincided with lockdown due to the COVID-19 pandemic, therefore allowing an assessment of the protective role of socio-emotional learning even in the face of adverse circumstances. In total, 3166 students (aged 7–17 years) from Latvia and Portugal participated in the research, and a survey of their respective teachers was used to collect data. The SSIS-SEL teacher form and a three-item learning outcomes measure addressing academic motivation, engagement, and performance were applied in the study. It was found that growth in socio-emotional skills has a positive effect on academic outcomes, while a decline in socio-emotional learning has a detrimental effect on academic outcomes. This applies to both experimental and control groups, both genders, all educational levels, and both countries. Additionally, the increase in socio-emotional skills predicted better academic outcomes in upper secondary schools than in primary and lower secondary schools.