Home›Pediatrics› Social and emotional skills training shows non-significant reductions in loneliness among children and adolescents
Social and emotional skills training shows non-significant reductions in loneliness among children and adolescentsSocial and Emotional Training Shows Promise for Youth Loneliness
Journal of affective disordersPublished June 15, 2026Study authors: Burke Lauren, Christiansen Julie, Lasgaard Mathias, Demkowicz Ola, Verity Lily, Lau Jennifer Y F, Qu…PubMed ↗DOI ↗Editorial oversight: Dr. Sofia Müller, MD · Lifespan & Whole-Person Care
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Key Takeaway
Note that current meta-analysis data show no statistically significant reduction in youth loneliness across study types.
This meta-analysis synthesized data from 18 studies (6 RCTs, 6 multi-cohort, and 6 single-cohort) to evaluate the impact of interventions targeting loneliness, such as social and emotional skills training, in children and adolescents aged 4 to 18. The analysis aimed to determine the efficacy of these programs in school-aged youth.
Findings across all study types were statistically non-significant. Specifically, RCTs showed a small reduction (Hedges' g = -0.20; 95% CI [-0.42, 0.02], p =.07). Multi-cohort studies demonstrated negligible effects (Hedges' g = -0.01; 95% CI [-0.08, 0.07], p =.84), while single-cohort studies showed a moderate but non-significant effect (Hedges' g = -0.55; 95% CI [-1.29, 0.18], p =.14).
The authors noted that results were non-significant across all study types analyzed. While interventions incorporating social and emotional learning show promise, the current data do not provide statistically significant evidence of efficacy for reducing loneliness in this population. Clinical application should be approached with caution due to these inconsistent findings.
How this fits prior evidence
This meta-analysis addresses a gap in clinical applications by specifically evaluating interventions for youth, whereas previous coverage focused on the prevalence of loneliness in U.S. adults and digital technology for older adults. While the prior report on loneliness prevalence lacked specific data for clinical application, this study provides evidence on intervention types, though results remain statistically non-significant across all analyzed categories.
Researchers looked at 18 different studies to see if specific programs could help kids and teens feel less lonely. These programs often focused on teaching social skills and emotional intelligence in school settings.
The analysis included three types of studies: randomized trials, multi-cohort studies, and single-cohort studies. While some types of study showed a moderate reduction in loneliness, the results were not statistically significant across any of the groups studied. This means the data is currently too limited to prove these programs definitely reduce loneliness.
Because the results are not yet conclusive, it is important to view these findings as early evidence rather than a proven fix. Programs that teach social and emotional learning show some promise for young people. You should talk with a school counselor or healthcare provider to see if these types of programs are right for your child.
What this means for you:
Social and emotional skills training shows potential, but current results are not yet statistically significant.
Common questions
Can social skills training help kids feel less lonely?
Programs that focus on social and emotional learning show some promise for reducing loneliness. However, the results in this specific review were not statistically significant across any of the study types. This means while there is a potential link, more research is needed to confirm how effective these programs are.
Who can benefit from these interventions?
The studies specifically looked at school-aged youth between the ages of 4 and 18. These programs are designed to help children and adolescents develop better social and emotional skills in their daily lives.
Are these programs proven to work?
The results are not yet proven. While some studies showed a moderate effect, the findings were not statistically significant across all three types of study designs analyzed. You should consult with a professional to determine the best approach for a child's specific needs.
Loneliness in youth is linked to poor mental and physical health, yet the effectiveness of interventions remains unclear. Given its distinct developmental presentation, this meta-analysis synthesises interventions targeting loneliness in individuals aged 4-18 to inform age-appropriate strategies. It examines the effects of interventions on loneliness and includes a narrative synthesis of intervention and sample characteristics. We conducted a systematic literature review and meta-analysis of quantitative studies up to March 2024, focusing on interventions where loneliness was the primary target in school-aged youth. Nineteen studies were included in the SLR, of which 18 were included in the meta-analysis (6 RCTs, 6 multi-cohort, and 6 single-cohort studies). RCTs showed a small, non-significant reduction in loneliness (Hedges' g = -0.20, 95% CI [-0.42, 0.02], p = .07), with social and emotional skills training interventions being most effective. Multi-cohort studies showed a negligible effect (Hedges' g = -0.01, 95% CI [-0.08, 0.07], p = .84). Single-cohort studies indicated a moderate, non-significant effect (Hedges' g = -0.55, 95% CI [-1.29, 0.18], p = .14). Interventions targeting loneliness show promise in reducing loneliness, particularly when they incorporate social and emotional learning. Future research should integrate qualitative approaches and consider loneliness within broader mental health and well-being frameworks to support the development of more comprehensive, youth-centred interventions.
