Abstract:

Background/Objectives: Social and emotional learning (SEL) promotes children’s social-emotional competencies, well-being, and academic achievement, and advances in educational technology have created new ways of delivering it. This systematic review evaluated the effectiveness of digital school-based SEL interventions for children and adolescents, focusing on CASEL-related competencies, mental health outcomes, and differences between fully digital and blended delivery. Methods: The review followed the PRISMA 2020 guidelines and was registered on the Open Science Framework. Scopus, Web of Science, PubMed, ERIC, and Google Scholar were searched for studies published between January 2015 and August 2026. Randomized and cluster-randomized controlled trials of digital SEL interventions delivered within school facilities were eligible. Risk of bias was assessed with RoB 2, and findings were synthesized narratively. Results: Eighteen trials (N = 6280) met the inclusion criteria. Digital SEL interventions were associated with positive effects on several competencies, particularly self-management, social awareness, and relationship skills, and on emotion regulation, communication, social competence, and emotional self-efficacy; some studies also reported reductions in anxiety and depressive symptoms. Blended interventions, which combined technology with teacher facilitation, peer interaction, classroom discussion, structured reflection, or parental involvement, tended to show broader benefits than fully digital approaches, although effects were not uniform. Three trials were at low risk of bias and fifteen raised some concerns. Conclusions: Digital school-based SEL interventions are a promising but still emerging approach to supporting social-emotional development and mental health, and they appear most useful when they complement, rather than replace, educators. Further high-quality, longer-term trials are needed.