Summary of the Evaluation of Results worldwide.


Does Social Emotional Learning (SEL) bring results

Research conducted by UNESCO and directed by the Chilean sociologist Juan Casassus, in 14 Latin American countries and involving 54,000 students, proves that emotional education is the most important variable in order for students to learn more and better. It was ascertained that the average grade performance of students improved 36% in languages and 46% in math.

Richard D. Roberts, a doctor in philosophy and psychology, and presently one of the leading experts in the evaluation of personality and emotional education, asserts that the probability of the student who has received emotional education becoming involved with crime decreased considerably, scholastic performance improved and truancy rates fell. To prevent young people from dropping out of school and entering the world of crime, we create healthy, productive and creative citizens.

According to Mark Greenberg, a psychologist and professor of human development, the scholastic success of the student is built from the development of a favorable emotional climate at the school, where there is cooperation and friendly relationships.

Mark Brackett, a researcher from Yale University, USA, declares that emotions can both optimize and inhibit the skill to learn.


  • 36 %
    in Languages
  • 46 %
    in Math
  • Juan Casassus

    “To overcome lack of discipline, there is a need to look into which of the children’s emotions the school has not yet been able to fathom out.” 

    Juan Casassus

    Positive results are already a reality

    Emotion and Learning

    Positive changes can already be seen in practice. Strategies structured on Programs of Social Emotional Learning (SEL), led by Mark Greenberg, based on social self-awareness and reasoning skills, have shown that 270,000 students evaluated in the United States over the last 10 years have shown significant improvement in their academic performance.

    Significant improvement of self-esteem and reduction of emotional stress.

    Reduction of interpersonal violence, use of drugs, and dropout rates

    • 68 %

      increase of emotional vocabulary

    • 36 %

      improvement of self-control

    • 20 %

      improvement of academic involvement

    • 32 %

      reduction of violent behavior in the classroom

    Summary of the Appraisal of Results

    • Hyperactivity

      Students become less impulsive, concentrate their attention more and think before acting. This has a direct influence on improving socialization and learning.

    • Destructive Aggressiveness

      Students are less violent and more respectful of their friends, parents and teachers. This has a direct effect on the prevention of bullying.

    • Academic Lack of Interest

      Students participate more and focus more on their studies, which helps to boost their learning.

    • Excessive Anxiety

      Students learn how to cope with emotions and situations that generate anxiety. This has a direct effect on improving the learning process and the quality of life.

    • Somatic Complaints

      The pupils learn to handle their emotions better, thereby reducing physical symptoms such as headaches, stomach aches or nail biting, which directly helps to improve the quality of life.

    • Social Isolation

      Students communicate their needs better, showing better integration with their friends and teachers, which directly helps to prevent bullying.

    • Depression

      Students learn to cope better with situations that make them depressed. This has a direct impact on the improvement of quality of life, coexistence and learning.

    Source: Programa de Educação Socioemocional JR Araújo Desenvolvimento Humano - Brasil (2008 a 2016)

    • Relationship skills

      Students are more communicative, friendly and caring, which helps to improve their general coexistence.

    • Assertion Skills

      Students are less violent with themselves and others when communicating their needs, which helps to prevent aggressive behavior and bullying.

    • Self-Control Skills

      The students become less impulsive, less aggressive and pay more attention. This helps to improve the students’ learning and to prevent bullying and other aggressive patterns of behavior.

    • Academic Skills

      Students show more interest and participate more during lessons, which promotes an improvement in learning.

    Total students assessed: 24,242
    Source: Inteligência Relacional, Brazil

    Social Emotional


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