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The problem
Intervention: Enriching Head Start preschool classrooms with intensive, evidence-based support for social-emotional learning and language development
Who it was tested with: 356 children in Head Start (mean age 4.49 years at entry; 25% Black, 17% Latinx, 58% White, 54% female; from low-income families).
Children or communities are compared with a group that did not receive the intervention, or followed over years. This is the design that best separates what the intervention did from everything else that changed.
"A randomized-controlled trial including 356 children... evaluated the effects of enriched relative to 'usual practice' Head Start; follow-up assessments extended through early adulthood (aged 21-22 years)." The design is a gold-standard RCT with long-term longitudinal follow-up, providing strong evidence that early social-emotional learning interventions in preschool have measurable protective effects on mental health and well-being outcomes into young adulthood.
The document does not provide effect sizes or specific percentages for the outcomes, making it difficult to quantify the magnitude of benefits. Details about attrition rates, intervention fidelity, and which specific practices comprised the social-emotional learning component are not provided.
Across countries and designs
4 studies · 3 countries
