Impact of Social-Emotional Learning Strategies in K-12 Science Classrooms: A Meta-Synthesis of Contemporary Research

Abstract

Social and emotional competencies, such as self-awareness, self-regulation, and interpersonal skills, are vital. Previous studies have highlighted their importance for education. Consequently, studies on social-emotional learning (SEL) and science education are increasing, although still limited. The small-scale view of many studies has thus far limited our understanding of the broader impact. This study explored that impact by synthesizing smaller studies through a meta-synthesis approach. A comprehensive review of literature published between 2013 and 2023 identified 33 studies meeting the inclusion criteria for a thematic meta-synthesis. The meta-synthesis evaluates findings, providing a deeper understanding of how SEL can be integrated into science curricula, its impact on student outcomes, and evolving trends in the field. Findings show that integrating SEL into K-12 science education enhances students' self-efficacy, emotional well-being, metacognitive skills, learning engagement, and learning environment. A positive classroom environment improved comprehension and outcomes, promoting a deeper understanding of scientific concepts. These findings highlight SEL's importance in fostering a supportive learning atmosphere that encourages growth and academic success in science education, showing how emotions affect learning and how learning science generates various emotions in students. The results are discussed to create a more significant impact on K-12 science education by utilizing SEL strategies.