The role of after-school programs in supporting social and emotional learning: A synthesis of systematic reviews

• After-school programs (ASPs) can positively support children’s social and emotional learning (SEL). • Program quality, duration, delivery context and implementation fidelity enhance ASP effectiveness. • Specific program characteristics–such as experiential learning approaches, skills-based programs, and mentoring programs–appeared particularly effective, especially when implemented in community-based settings and sustained over longer durations. • Content-specific extracurricular activities (like STEM and music programs) show consistent SEL benefits, with peer-relations, supportive staff and parental involvement playing a key role. • ASPs need differentiated program designs and implementation strategies that reflect children's backgrounds, interests, and needs. After-school programs (ASPs) offer inclusive, developmentally rich environments that can help close developmental gaps and promote equitable learning opportunities for all children. Given increasing participation in ASPs and the critical role of social and emotional learning (SEL) in long-term outcomes, a comprehensive synthesis of their effectiveness in promoting SEL is warranted. This umbrella review examined systematic reviews and meta-analyses on the impact of ASPs on SEL among children aged 4–12, focusing on program characteristics, contexts, and target populations. A systematic search across four databases (Web of Science, PsycINFO, ERIC, and Scopus) in December 2024 yielded ten eligible reviews. Studies included in these reviews assessed structured programs delivered outside regular school hours and curriculum. The reviews covered both general ASPs (e.g., academic and recreational programs) and content-specific extracurricular activities (e.g., STEM, music). Seven reviews on general ASPs reported small but positive effects on SEL domains such as self-perception, prosocial behavior, and identity development. Program quality, design (e.g., experiential learning), duration, delivery context, and implementation fidelity emerged as key moderators of effectiveness. However, methodological limitations and inconsistent reporting constrained conclusions. Three reviews of content-specific activities reported consistent SEL benefits—particularly in identity formation, social skills, and perseverance—when programs featured hands-on learning, strong peer and adult-child relationships, and culturally responsive content. Findings suggest ASPs can meaningfully promote SEL with differentiated program design and implementation strategies that reflect children's backgrounds, interests, and needs. Future research should prioritize interest-driven approaches, comprehensive program, and rigorous evaluation methods to identify best practices across diverse contexts.