“Giant Leap 1”: A Social and Emotional Learning program's effects on the transition to first grade

• SEL intervention produced significant gains in the children's social, emotional and learning skills and school adjustment
• Children with previous lower interpersonal strengths benefited more from intervention
• Gains with SEL intervention were independent of gender
• SEL intervention improved the intrapersonal and total strengths of children of parents with a secondary level of education

This study analyzed how student characteristics influenced the effects of a Social and Emotional Learning (SEL) program implemented in the first grade. A total of 14 teachers and 228 children participated in the study: 144 children participated in the SEL intervention program (including 65 pre-school children, group II), and 84 children composed the control group. The pre- and post-test assessments involved hetero- (teacher) and self-reporting (child) scales. The SEL intervention produced significant gains in the children's relationships with their peers, academic behavior, social skills, emotional knowledge, school learning skills, and school, behavioral, and social adjustment, independent of their previous skill level or gender. The SEL intervention was effective at improving the interpersonal strength of children with previously low skill levels, the intrapersonal and total strength of children of parents with a secondary level of education (groups I and II), and preventing the disruption of school functioning in children with parents with a higher education level (group II).