This article provides a systematic review and meta‐analysis of the current evidence for
universal school‐based (USB) social and emotional learning (SEL) interventions for …

(1) Background: This paper outlines the results of a literature review of meta-analyses
published on motivation and evaluation in the last five years.(2) Methods: A systematic …

After‐school programmes (ASPs) often provide youth with a safer alternative to unstructured
time while providing a context for building skills and forging positive relationships with …

During adolescence, peer processes play a significant role in development. Whereas peer
relations have been studied extensively in the school context, far less research has …

Despite the benefits of afterschool programs, we know very little about what motivates
adolescents to attend and what costs they might associate with doing so. Situated …

There is consensus that child socio-emotional development is influenced by various
contexts, such as the family one. Research on influencing factors on child socio-emotional …

Afterschool programs are increasingly recognized as valuable opportunities for learning that
can create social capital, expose students to topics of interest, and build personal identities …

Though student engagement is hypothesized to be a factor in explaining student level
differences in afterschool programs, the measurement of student engagement in this context …

In this article, I provide an examination of research evidence concerning the effects of
classroom instruction (Tier 1) for students with dyslexia and other reading problems. I …

Program quality is an important topic for improving out-of-school time youth development
programs. High levels of program quality may contribute to enhanced positive youth …