Pilot evaluation of a socio-emotional learning program on executive functions in elementary school students: a cluster-randomized controlled trial.

Social and Emotional Learning (SEL) programs aim to enhance children's socio-emotional competencies. While research has highlighted the positive socio-emotional outcomes of SEL programs, their transfer effects on executive functions remain unclear. This pilot cluster-randomized controlled trial explored the impact of a SEL program - - on executive functions in a cohort of first to fourth-graders. Participants were randomly assigned to either an intervention group ( = 60; 26 girls;  = 94.95 months,  = 15.53), which participated in the SEL program, or to a waiting list control group ( = 36; 19 girls; M = 111.62 months,  = 6.80). The SEL program comprised eight sessions conducted in a school setting to enhance socio-emotional development through breathing exercises, relaxation techniques, guided imagery, and cognitive-behavioral strategies. Executive functions were assessed for both groups using a standardized questionnaire, with evaluation conducted before and after the program implementation by teachers and caregivers. Pre- and post-intervention assessments revealed no significant changes in executive function scores based on teacher ratings across groups. In contrast, caregiver ratings of executive functions showed a significant interaction effect between time and group, with the intervention group exhibiting a positive change over time compared to the control group. Results yield valuable insights into the potential benefits of SEL interventions concerning elementary school students' executive functions.