The Influence of Social-Emotional Learning Programs on Key Outcomes for Dual Language Learners in Head Start

Research Findings: Dual Language Learners (DLLs) in U.S. preschools increasingly experience social emotional learning (SEL) programs. Limited research has explored whether SEL programs benefit DLL development. This study takes an ecological systems and sociocultural approach to address this gap. Using data from a group-randomized controlled trial with Spanish-speaking DLLs in Head Start (N = 374; age: M = 53.2 months), we estimated multilevel models to evaluate whether participating in an SEL program predicted growth in DLLs' social skills (Social Skills Rating Scale outcomes) and vocabulary (Expressive One-Word Picture Vocabulary Test-4: Spanish-Bilingual Edition scores) over time compared to participating in a control group and whether outcomes were influenced by classrooms' quality of teacher-child interactions (Classroom Assessment Scoring System - Prekindergarten scores). Results indicated that DLLs in SEL programs showed greater growth in social skills than DLLs in the control group. Findings did not support SEL programs alone as a tool to enhance DLL vocabulary. Instead, vocabulary outcomes in SEL programs were influenced by classroom-level teacher-child interaction quality. Practice and Policy: These findings support preschool SEL programs as a tool to enhance DLL social skills and suggest the need for programs to embed opportunities for quality teacher-child language interactions to enhance vocabulary.