APA Citation: Haugland, B. S. M., et al. (2020). Effectiveness of brief and standard school-based cognitive behavioral therapy for adolescents with anxiety: A randomized controlled trial. Journal of the American Academy of Child & Adolescent Psychiatry.

Article Link: https://pubmed.ncbi.nlm.nih.gov/31926224/

Summarization: This randomized controlled trial compared brief versus standard versions of school-based CBT for adolescents with elevated anxiety symptoms. Students were randomly selected for brief CBT, full length CBT or the control/waitlist group. The results demonstrated significant reductions in anxiety symptoms in both CBT groups and some improvements in school functioning and emotion regulation.

APA Citation: Haugland, B. S. M., et al. (2017). School-based cognitive behavioral interventions for anxious youth: A randomized controlled trial.

Article Link: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5336667/

Summary:

This randomized controlled trial evaluated the effectiveness of CBT delivered directly within schools to children who are experiencing anxiety. Participants were elementary and middle school students assigned to CBT intervention or within a control group. Data from the study concluded that there were significant reductions in anxiety symptoms from the CBT group. The study supports the claim that the embedding of CBT programs within school can result in a change.

APA Citation: Reaven, J., et al. (2024). Implementing school-based cognitive behavior therapy for anxiety: Training interdisciplinary school providers to deliver Facing Your Fears.

Article Link: https://pubmed.ncbi.nlm.nih.gov/37208894/

Summary: This implementation study examined how school-based professionals, which include counselors, special educators and psychologists were trained to deliver the CBT curriculum. The researcher looked into the confidence of the provider, fidelity and early student outcomes using mixed methods. The results showed that when school staff receive adequate training, they can use CBT properly with student gains.

APA Citation: Rutledge, M. L., & Gnilka, P. B. (2022). Breaking down barriers: A culturally responsive career development intervention with racially minoritized girls of color. Journal of College Access, 7(1).

Article Link: https://files.eric.ed.gov/fulltext/EJ1345713.pdf

Summary: This study examined a culturally responsive career development program for adolescent girls of color. The intervention was 15 weeks long that focused on various factors such as motivation, identity and college/career skill building. With the use of quantitative measures and qualitative feedback , the study found increases in career self- efficacy and opportunities.

APA Citation: Bryan, J., Kim, J., & Liu, C. (2023). How the culture in school counseling programs shapes college-going outcomes: Do the effects vary by race? Professional School Counseling.

Article Link: https://journals.sagepub.com/doi/10.1177/2156759X231153392

Summary:

This is a quantitative study that investigated how school counseling programs and their culture can influence students‘ in their postsecondary careers and whether they vary by race. With the use of school and district datasets, the researchers analyzed counseling program norms, expectations, and responsive practices. The resulted showed that affirming program cultures significantly improve college-going outcomes for students of color.

Article Link:https://journals.sagepub.com/doi/10.1177/2156759X231202484

Summary:
This qualitative study explored the lived experiences of school counselors who support culturally and linguistically diverse (CLD) students. Through interviews and thematic analysis, researchers identified key challenges, such as language barriers and systemic inequities—and highlighted effective culturally responsive strategies. Counselors emphasized advocacy, family engagement, and culturally informed SEL approaches. Findings stress the ongoing need for professional development in culturally sustaining school counseling.

Article Link / DOI:
https://doi.org/10.1111/cdev.13968

Summary:
This comprehensive meta-analysis examined 424 SEL studies involving over 575,000 students. The review included universal SEL interventions across K–12. Results demonstrated consistent improvements in behavior, school climate, and academics. The findings offer strong evidence for school counselors advocating SEL programming and using data to support implementation decisions.

Article Link (PDF):
https://dpi.wi.gov/sites/default/files/imce/sspw/pdf/Taylor_et_al_-_FINAL_document_6_17_2017_2.pdf

Summary:
This meta-analysis reviewed long-term effects of school-based SEL programs, tracking outcomes six months to multiple years after intervention. The study found sustained gains in social-emotional competencies, improved behavior, and lasting academic benefits. These results reinforce SEL as a long-lasting investment for schools and highlight the school counselor’s role in implementing sustainable SEL programming.Article Title: Promoting Positive Youth Development Through SEL Interventions
APA Citation:
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156–1171.

Article Link (PDF):
https://dpi.wi.gov/sites/default/files/imce/sspw/pdf/Taylor_et_al_-_FINAL_document_6_17_2017_2.pdf

Summary:
This study reviewed the long-term effects of school based SEL programs, looking at the progress made in 6 months and multiple years of intervention. The study concluded that gains in SEL competencies improved behavior and improved academics.

Article Link:
https://www.researchgate.net/publication/306240051_A_cluster_randomized_controlled_trial_of_the_Promoting_Alternative_Thinking_Strategies_PATHS_curriculum

Summary:
This randomized controlled study/trial evaluated the PATHS SEL curriculum within primary schools with the use of the cluster design. The classrooms within the study were randomly selected for PATHS or another controlled curriculum. The measures included SEL competence, behavior and academics. The results reflected that there was a modest amount of positive SEL gains.