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1
Husaj, Shqipe. "Social Emotional Learning (SEL)." European Journal of Multidisciplinary Studies 1, no. 3 (April 30, 2016): 168. http://dx.doi.org/10.26417/ejms.v1i3.p168-171.
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Being in an environment for the first time, meeting strange people is not easy and simple for everyone. Some people need help in controlling its own emotions or the others emotions and feelings. This help can come from the parents at home, teachers and classmates at school or colleagues at working place. The aim of this paper is to discuss the importance of Social Emotional Learning ( SEL), its competences, skills involved in it etc. As SEL helps develop understanding and empathy, in this paper we will discuss the importance of empathy and some tips how to develop it.
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Billy, Roslyn J. F., and Carmen Medina Garríguez. "Why Not Social and Emotional Learning?" English Language Teaching 14, no. 4 (March 9, 2021): 9. http://dx.doi.org/10.5539/elt.v14n4p9.
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Social and emotional learning (SEL) has become an avant-garde term in the last few years. It is how people acquire and apply knowledge, attitudes and skills to understand and control emotions. Incorporating the SEL perspective, teachers can not only help students set and achieve positive goals, but also help students understand how empathizing with others will allow them to establish and maintain positive relationships as well as aid them in making responsible decisions. SEL also touches a number of fields with which it is related: emotional intelligence, mindfulness and the recently developed concept of Mediation which was detailed in the Companion Volume of the Common European Framework of Reference for Languages. In this paper, two researchers from different countries (the USA and Spain) review the literature on SEL, give a bird’s eye view of the SEL situation in their countries, discuss its value in the classroom and make recommendations for further study.
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Gehlbach, Hunter, and Claire Chuter. "Conceptualizing the Core of “Social Emotional Learning”." ACCESS: Contemporary Issues in Education 40, no. 1 (September 1, 2020): 24–33. http://dx.doi.org/10.46786/ac20.8910.
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The global pandemic and sudden lack of face-to-face contact between teachers and students has accelerated interest in social-emotional learning (SEL). With greater numbers of people thinking about SEL, more confusion has emerged: How should we conceptualize SEL? Which constructs should be included? We propose a conceptualization of SEL that is anchored in the fundamental psychological needs of students. First, we describe these psychological needs—social connectedness, motivation, and self-regulation—that are prerequisites for optimizing student outcomes. Then, we outline several benefits that we hope this conceptualization offers to researchers and practitioners: clarity with respect to what SEL is and is not, an evaluative tool to help schools select SEL models and curricula, and practical guidance for educators helping students.
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Allbright, Taylor N., Julie A. Marsh, Kate E. Kennedy, Heather J. Hough, and Susan McKibben. "Social-emotional learning practices: insights from outlier schools." Journal of Research in Innovative Teaching & Learning 12, no. 1 (June 14, 2019): 35–52. http://dx.doi.org/10.1108/jrit-02-2019-0020.
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Purpose There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students. Design/methodology/approach Case study methods, including interviews, observations and document analysis, were employed. Findings The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents. Originality/value This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.
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Walker, Gabriela, and Jeni Venker Weidenbenner. "Social and Emotional Learning in the age of virtual play: technology, empathy, and learning." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 116–32. http://dx.doi.org/10.1108/jrit-03-2019-0046.
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Purpose Empathy is part of what makes us human and humane, and it has become a core component of the Social Awareness competency of Social and Emotional Learning (SEL) (CASEL, 2019). SEL fosters the understanding of others’ emotions, is the basis of Theory of Mind skills and frames the development of empathy. The purpose of this paper is to trace the links between empathy development and social and emotional learning when using real versus virtual environments. Empathy is a uniquely human emotion facilitated by abstract thinking and language. Virtual play is a teaching tool for acquiring prosocial behaviors. And finally, human-mediated (traditional and virtual) play is most favorable for SEL growth. Recognition of emotions such as empathy and other socio-communication skills have been taught to children with Autism Spectrum Disorders (ASD). Therefore, technology can be a venue for acquiring empathy. Design/methodology/approach This paper uses a qualitative interpretive methodology to advocate for the use of technology with human mediation to teach Social and Emotional Learning skills, based on the premise that cognitive and social-emotional development occurs synergistically and mediated by speech and interaction with the environment. Findings Technology is best seen as an instrument of assessing and teaching socio-emotional skills, but not as the only means to an end, because what makes us human can only be taught within an ecology of human interaction in real-life situations. Originality/value This paper reviews previous research works (both empirical and theoretical) that bring to light the connection between socio-emotional development, specifically empathy development, and virtual environments.
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Woo, Chae Young. "The Educational Significance of Social Emotional Learning(SEL)." Korean Journal of Youth Studies 23, no. 3 (March 31, 2016): 163. http://dx.doi.org/10.21509/kjys.2016.03.23.3.163.
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Riley, Allison. "Social and Emotional Learning in Practice: A Resource Review." Journal of Youth Development 14, no. 3 (September 12, 2019): 212–16. http://dx.doi.org/10.5195/jyd.2019.850.
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Youth programs are an important context for social and emotional learning (SEL). To maximize opportunities for the development of skills such as self-management, empathy, and goal setting, youth workers need resources to increase practices that support SEL. Social and Emotional Learning in Practice: A Toolkit of Practical Strategies and Resources, Second Edition is a compilation of tools, templates, and activities that youth development programs can use to (a) enhance staff knowledge of SEL, how their program supports SEL, and their own emotional intelligence; (b) establish expectations, give feedback, and integrate reflection; (c) integrate SEL into program activities; and (d) collect SEL data for improvement. The 149-page toolkit is grounded in the Ways of Being model and is also informed by youth workers and youth from a variety of organizations. This is a turnkey resource that will be useful to youth development workers with a range of goals from overhauling their approach to SEL to identifying one activity for a single day of programming. The 2nd edition includes new icebreaker activities, an SEL Superpowers Board Game, creative data collection strategies, a reading list, and more.
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Elmi, Chiara. "Integrating Social Emotional Learning Strategies in Higher Education." European Journal of Investigation in Health, Psychology and Education 10, no. 3 (August 26, 2020): 848–58. http://dx.doi.org/10.3390/ejihpe10030061.
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Social and emotional learning (SEL) strategies develop skills linked to cognitive development, encourage student focus and motivation, improve relationships between students and teachers, and increase student confidence and success. More attention should be paid to students’ emotions in higher education to enhance students’ engagement in the classroom and improve social awareness (i.e., respecting others, understanding other perspectives, providing help to those who need it), motivation, and academic achievement. This article focuses on the implementation of practices that promote SEL in higher education and science, technology, engineering, and mathematics (STEM) programs. The paper aims to assess the academic and behavioral-related outcomes of applying SEL in mineralogy, an Earth science introductory course in a four-year university. The results of the present paper reveal that instructional practices supporting SEL are suited for engaging and stimulating learners’ multiple intelligences. The observed student course assessment performance suggests that integrating SEL may be a viable strategy for promoting student interest in science, building stress resilience, and creating more positive engagement with students. The instructional practices reported in this paper could support science instructors in designing teaching methods that promote self-management and social awareness to increase students’ academic outcomes.
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Sollom, Melissa. "A Quasi-Experimental Study on Social Emotional Learning and Primary Prevention." Journal of Educational and Developmental Psychology 11, no. 2 (May 10, 2021): 1. http://dx.doi.org/10.5539/jedp.v11n2p1.
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The purpose of this quasi-experimental study was to determine the efficacy of the Top 20 social emotional learning (SEL) program and how their SEL curriculum may lead to an increase in SEL. The secondary goal of this study was to explore how the social emotional competencies of self-awareness, self-management, social awareness, relationship skills, personal responsibility, decision-making, optimistic thinking, and goal-directed behavior may play a significant role in a child and adolescent’s social emotional development. A total of 359 middle school students participated in the study. The experimental group consisted of 170 students and the control group consisted of 189 students. Two middle school teachers at the school helped embed and teach the Top 20 SEL curriculum and monthly SEL lessons to all students in the experimental group. The teachers completed the Devereux Student Strengths Assessment (DESSA) pre-test one month into the study and the DESSA post-test five months later. The descriptive analysis revealed an increase in all eight social emotional competencies for the experimental group with a total SEL difference score of M = 8.23. The Top 20 SEL program has demonstrated how experience and practice in SEL skills are more likely to lead to an increase in SEL.
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Oliver, Brandie M., and Christy T. Berger. "Indiana Social-Emotional Learning Competencies: A Neurodevelopmental, Culturally Responsive Framework." Professional School Counseling 23, no. 1_part_3 (January 2020): 2156759X2090448. http://dx.doi.org/10.1177/2156759x20904486.
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Social/emotional learning (SEL) programs and practices have gained momentum across the state of Indiana in recent years in response to the changing needs of students and families. Many school communities have adopted SEL due to the heightened challenges posed by students impacted by trauma or chronic stress. As schools began to adopt SEL programs and practices, the Indiana Department of Education responded by developing the Indiana SEL Competencies to provide a unified framework and several resources with which educators in the state continue to evolve their work. This article outlines foundational principles of SEL, highlights unique aspects of the Indiana SEL Competencies, and presents implications for the school counselor’s role in working toward systemic implementation of SEL.
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ARIKAN, Neslihan. "Effect of Sport Education Model-Based Social-Emotional Learning Program on Emotional Intelligence." International Education Studies 13, no. 4 (February 27, 2020): 41. http://dx.doi.org/10.5539/ies.v13n4p41.
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In the study, a 16-week SEM-SEL volleyball program was prepared using the Social-Emotional Learning Model (SEL) based on the Sport Education Model (SEM). The goal achievements of SEL are processed and awareness about the goal achievements is provided to the students in the SEM-SEL volleyball program each week. In the study, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week SEM-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Descriptive statistics and Two-way Covariance Analysis (ANCOVA) were used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups; that there was an increase in the emotional intelligence levels of the students in the experiment group and a decrease in the students in the control group. According to ANCOVA, SEI-S final-test total scores were found to have a significant difference in favor of the experimental group and no significant difference in the school type. Consequently, the 16-week SEM-SEL volleyball program was effective in increasing the emotional intelligence levels of the students. Furthermore, it was determined that SEM and SEL were compatible with each other and that SEL had positive results in the field of physical education and sports.
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Virginanti, Maulidya, Yuli Rahmawati, and Fera Kurniadewi. "Social Emotional Learning in Chemistry Learning : Group Investigation dan Contextual Learning Integration to Develop Student’s Social Emotional Competencies." JKPK (Jurnal Kimia dan Pendidikan Kimia) 4, no. 1 (April 30, 2019): 7. http://dx.doi.org/10.20961/jkpk.v4i1.13142.
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<p>This article presents the results from integrating Social Emotional Learning (SEL) through cooperative learning and contextual approach in chemistry learning. This study was conducted on 10th-grade students in the academic year of 2016/2017. Collaborative learning, as well as the use of real-life scenario, are some of the teaching practices for facilitating Social Emotional Learning (SEL) and promotes students' social-emotional competenciesthat aligned with affective competencies in Indonesia’s 2013 curricula. The proposed teaching practices also answer the challenges faced by the implementation of the 2013 curricula, finding proper teaching practices to integrate to develop student’s character through learning activity. The empirical work of the study is based on a qualitative approach. Six Group Investigation’s stage integrated with the use of real-life scenario was analyzed through various method such as observations, interviews, reflective journals, and student’s worksheets answer. The results found that students showed positive attitudes and perspective’s change towards chemistry learning, establish positive relationship with peers, cooperative skill, tolerance, and responsible decision making by considered himself, others, and community within the learning process.</p>
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Gresham, Frank, Stephen Elliott, Sarah Metallo, Shelby Byrd, Elizabeth Wilson, Megan Erickson, Kaitlin Cassidy, and Robert Altman. "Psychometric Fundamentals of the Social Skills Improvement System: Social–Emotional Learning Edition Rating Forms." Assessment for Effective Intervention 45, no. 3 (October 31, 2018): 194–209. http://dx.doi.org/10.1177/1534508418808598.
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This study described the development of the Social Skills Improvement System Social Emotional Learning Edition Rating Forms (SSIS SEL RF) for teachers, parents, and students. This new multirater assessment is a reconfiguration of the SSIS Rating Scales items inspired by the CASEL Social Emotional Competency framework. The internal structure and score reliability estimates were examined across three raters for a common sample of more than 200 individual children ages 3 to 18 years. Confirmatory factor analyses tested against the CASEL five-dimensional SEL theoretical model demonstrated adequate fit for the SSIS SEL Parent and Student RFs and mediocre fit of the Teacher RF. Internal consistency, test-retest, and interrater reliability estimates for scores on each of the SSIS SEL RFs all met or exceeded acceptable criteria. Thus, researchers and practitioners interested in measuring the social–emotional behavior of children ages 3 to 18 can expect reliable scores and structurally meaningful behavior content within the Collaborative on Academic Social Emotional Learning (CASEL) SEL competency framework. Limitations to the present findings and suggestions for future research conclude the report.
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Kim, Yoon-Kyeong. "A Critical study on Social and Emotional Learning(SEL)." Journal of Ethics Education Studies 43 (January 31, 2017): 201–21. http://dx.doi.org/10.18850/jees.2017.43.09.
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Ferreira, Marco, Baiba Martinsone, and Sanela Talić. "Promoting Sustainable Social Emotional Learning at School through Relationship-Centered Learning Environment, Teaching Methods and Formative Assessment." Journal of Teacher Education for Sustainability 22, no. 1 (June 1, 2020): 21–36. http://dx.doi.org/10.2478/jtes-2020-0003.
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AbstractHow to promote social emotional learning (SEL) at school depends largely on teachers. Mostly teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main aim of the paper is to present the conceptual model of sustainable integration of SEL into everyday teaching practices in every subject. This approach has been developed in the project ìLearning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systemsî. This initiative is based on the premise that the assessment of learning at school should go beyond grading studentsí knowledge and should include practices for observing young peopleís personal growth, social skills, attitudes and other general competences. The novelty of this conceptual approach is associated with integrating SEL standards, formative assessment and classroom instruction into a single sustainability-oriented model. The relationship between SEL standards (ISBE, 2003) and formative assessment strategies established by Wiliam (2011) is described, providing a detailed description of specific classroom activities. The objective of this approach is, therefore, towards building emotionally strong and flexible individuals who can deal with complex challenges through prosocial behavior that encourages human prospering and the attainment of the United Nationsí Sustainable Development Goals.
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Shriver, Timothy P., and Roger P. Weissberg. "A response to constructive criticism of Social and Emotional Learning." Phi Delta Kappan 101, no. 7 (March 30, 2020): 52–57. http://dx.doi.org/10.1177/0031721720917543.
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Recent years have seen a rapid expansion of efforts to promote social and emotional learning (SEL) in the nation’s schools. As some observers have pointed out, though, the growth of the SEL movement poses some challenges. In particular, concerns have been raised about the need for clearer definitions of SEL, less hype, more attention to equity, and a more patient approach to gaining public support. Such constructive criticism is welcome, say two longtime leaders of the SEL movement. But it’s important to keep them in perspective and recognize the movement’s strengths, as well.
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Byker, Erik Jon. "Study abroad as social and emotional learning." Journal of Research in Innovative Teaching & Learning 12, no. 2 (August 14, 2019): 183–94. http://dx.doi.org/10.1108/jrit-02-2019-0023.
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PurposeThis paper investigates and reports on the study abroad experiences of 22 teacher candidates from the Southeast region of the USA (n=22). The purpose of this paper is to examine the teacher candidates’ development of social and emotional learning through their international teaching experiences.Design/methodology/approachThe study is framed by Critical Cosmopolitan Theory, which is a theoretical lens for a critical understanding of the development of global competencies for critical consciousness. The paper uses a case study research design (Yin, 2008), which included data collected via artifact analysis, participant interviews and participant observation through field notes.FindingsThe study found how the study abroad and international teaching experiences were instrumental in aiding in the teacher candidates’ social and emotional learning. This included the adoption of culturally responsive teaching practices, development of reading the world and enactment of taking action to rewrite the world.Research limitations/implicationsOne of the limitations is the relatively small sample size. This is due, in part, to the high cost associated with study abroad. The high cost of study abroad can be a barrier for students to access the cross-cultural experiences afforded by study abroad. The hefty price tag of study abroad often limits the number of teacher candidates at public institutions who can go on study abroad (Malewski and Phillion, 2009). A future research agenda is needed about ways to help off-set the costs in order to make study abroad more affordable and equitable.Practical implicationsThe practical implications of this paper are that it provides an instructive lens for how to integrate social and emotional learning within a study abroad experience. At the same time, the paper connects socio-emotional learning (SEL) with the development of global competencies and global citizenship.Social implicationsThe social implications relate to the practical implications in that the paper illustrates how SEL is connected to the development of global citizenship development. The study weds the critical cosmopolitan framework with SEL to show how learners develop empathy through reading and rewriting the world.Originality/valueThe case study presented in this paper highlights the possibilities of study abroad in tandem with international teaching experiences to help prepare teachers with SEL features like fostering empathy, developing culturally responsive practices, and becoming critically conscious and cosmopolitan. The study fills a gap in the literature regarding the development of SEL among elementary education teacher candidates through study abroad and international teaching experiences.
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Mahoney, Joseph L., Joseph A. Durlak, and Roger P. Weissberg. "An update on social and emotional learning outcome research." Phi Delta Kappan 100, no. 4 (November 26, 2018): 18–23. http://dx.doi.org/10.1177/0031721718815668.
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Joseph Mahoney, Joseph Durlak, and Roger Weissberg compare results from four large-scale meta-analyses of student outcomes related to participation in universal, school-based social and emotional learning (SEL) programs. Their examination includes 356 research reports with rigorous designs and outcome data at post or follow-up from hundreds of thousands of K-12 students within and outside the U.S. on a range of SEL programs. The reviews indicate that universal school-based SEL programs produce positive benefits for participating students on a range of important behavioral and academic outcomes that are evident immediately following the end of intervention and that persist during various follow-up periods. Therefore, current data indicate that SEL programs are both feasible and effective in a variety of educational contexts in many countries around the world.
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Helaluddin, Helaluddin, and Alamsyah Alamsyah. "KAJIAN KONSEPTUAL TENTANG SOCIAL-EMOTIONAL LEARNING (SEL) DALAM PEMBELAJARAN BAHASA." AL-ISHLAH: Jurnal Pendidikan 11, no. 1 (June 30, 2019): 1. http://dx.doi.org/10.35445/alishlah.v11i1.123.
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In the industrial era 4.0, the students, as one of the main components of education, have many conflicts and problems that brought to the school. That is, student is not only facing problem in academic aspect but also psychology aspect. For this reason, it is necessary to have the right strategy in social emotional learning (SEL) to equip students with the various skills they need in era industrial 4.0. this study was conduct using the Systematic Literature Review (SLR) method for various research results and other sources related to SEL activities. Through language learning, expected pupils to develop a variety of SEL skills, such as: (1) self-awareness, (2) self-management, (3) social awareness, (4) relationship skills, and (5) responsible decision-making. Furthermore, this article also discusses various strategies and language learning program that can be used by teachers in instilling the SEL in the classroom.
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Arikan, Neslihan. "Effect of Personal and Social Responsibility-Based Social-Emotional Learning Program on Emotional Intelligence." Journal of Education and Learning 9, no. 2 (February 26, 2020): 148. http://dx.doi.org/10.5539/jel.v9n2p148.
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Programs for social-emotional learning implemented in schools are important in terms of improving students’ emotional and social skills. In the study, a 16-week program was prepared using the Social-Emotional Learning (SEL) model based on the Personal and Social Responsibility Model (TPSR). The program was implemented in three different school types and the effect of the TPSR-SEL program on the emotional intelligence levels of the students was examined according to the school types. The research group was composed of 162 students in total who study at Anatolian High School (n=55), Vocational Technical Anatolian High School (n=51) and Sports High School (n=56) in Afyon province. In research, pattern with experimental pre-test final-test control group was used. Experiment and control groups were formed in all three-school types. The 16-week TPSR-SEL program was applied to the students in the experimental groups and the current curriculum was applied to the students in the control groups. The Schutte Emotional Intelligence Scale (SEI-S) was used as a data tool. Standard deviation—mean and Two-Way Covariance Analysis (Two-Way ANCOVA) was used for data analysis. As a result of the descriptive statistics, it was determined that there were significant differences between the SEI-S total scores of the experiment and control groups, that there was a significant increase in the final-test total scores of the students in experiment group in all three types of schools, and that the total scores of the control group students remained at the same level. In addition, it was found that the joint effects of participation in the TPSR-SEL program and school type on emotional intelligence scores were significant.
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Storey, Meaghan. "Engaging minds and hearts: Social and emotional learning in English Language Arts." Language and Literacy 21, no. 1 (February 4, 2019): 122–39. http://dx.doi.org/10.20360/langandlit29355.
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This article explores English Language Arts (ELA) as the most appropriate venue for Social and Emotional Learning (SEL). Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model of SEL, the author explores the evidence in the literature that there is a natural affinity between ELA content and SEL objectives and that an SEL lens would promote and improve student engagement and facilitate mutually beneficial impacts. The complimentary nature of methods and objectives in ELA and SEL facilitates adaption and minimal disruption to ELA curriculum. Reviewing existing ELA-based SEL programs and examples from the literature of successful integration of SEL concepts by teachers, the author makes a case for developing unscripted, versatile, and integrated approaches to SEL that builds on teacher expertise and student feedback. Additionally, the author outlines the opportunities for integrated learning presented in the BC ELA curriculum. A case is made for a truly integrated model being necessary for creating a fundamental and lasting culture shift towards embedded SEL. Future research directions are discussed.
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Van Velsor, Patricia. "School Counselors as Social-Emotional Learning Consultants: Where Do We Begin?" Professional School Counseling 13, no. 1 (October 2009): 2156759X0901300. http://dx.doi.org/10.1177/2156759x0901300106.
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School counselors promote student social and emotional learning (SEL), which is fundamental to a school's academic mission. However, while recognizing the importance of SEL, many school stakeholders view it as secondary and/or important for only some students. To ensure delivery of SEL to all students, school counselors must embrace a service model based on prevention and reposition themselves as SEL consultants. This calls for advocacy, collaboration, and leadership, focused on systemic change in the schools.
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Gannon, T. Nigel. "Book Review—Social and Emotional Learning in Out-of-School-Time: Foundations and Futures." Journal of Youth Development 14, no. 3 (September 12, 2019): 222–25. http://dx.doi.org/10.5195/jyd.2019.862.
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Social and Emotional Learning in Out-of-School Time: Foundations and Futures (Delaney & Moroney, 2018) offers a rich volume of experiences and voices of leadership in social and emotional learning (SEL) in out-of-school time (OST) settings. From various vantage points and with unique voices, the chapters address all stages of intentional SEL programming, including progress made in the field in clarifying and measuring the strength of SEL outcomes and identifying needed professional development. This is an important resource for students and practitioners of positive youth development, SEL, and OST learning environments.
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Cullen, Jennifer, Geraldine Bloemker, Jeannette Wyatt, and Michele Walsh. "Teaching a Social and Emotional Learning Curriculum: Transformative Learning through the Parallel Process." International Journal of Higher Education 6, no. 6 (December 18, 2017): 163. http://dx.doi.org/10.5430/ijhe.v6n6p163.
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Social and emotional learning (SEL) curriculum included among freshman seminar content for enhanced academic performance and better overall adjustment, can support freshman in the transition from high school to college. As such, the university participating in this study has increased the number of students taking freshman seminars. To accommodate the increase in SEL sections, several nonclinical faculty members were invited to teach the seminar which required training in the SEL curriculum. The purpose of this study was an exploratory assessment of the process of teaching the SEL curriculum to determine the perceived impact of both the training and teaching experience on the faculty members and their teaching styles. This was a qualitative study, using a systematic thematic content analysis of transcribed interviews. Results indicated the emergence of several themes that highlighted a transformative learning experience for the faculty and indicated that there is a parallel process in teaching and learning.
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Lyashevsky, Ilya, Melissa Cesarano, and John Black. "To Understand Is to Forgive: Learning a Simple Model of Appraisal Leads to Emotion Knowledge Transfer and Enhances Emotional Acceptance and Empathy." American Educational Research Journal 57, no. 2 (July 25, 2019): 906–40. http://dx.doi.org/10.3102/0002831219865220.
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Social emotional learning (SEL) is an increasingly important area of study that aims to develop skills critical for healthy social functioning. Despite SEL’s growing ubiquity, little attention has been paid to how to achieve SEL knowledge transfer. One promising approach is to teach a model of the emotion system. A randomized control study was conducted with a sample of U.S. high school graduates (n = 303) to test this SEL methodology. The impact of a 1-hour online intervention involving learning a simple model of appraisal was tested. As predicted, the experimental groups rated their own and others’ emotional reactions as significantly less blameworthy than the control group did, signaling emotion knowledge transfer and greater empathy and emotion acceptance. These results are discussed.
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Minney, Dana, Jaime Garcia, Joan Altobelli, Norma Perez-Brena, and Elizabeth Blunk. "Social-Emotional Learning and Evaluation in After-School Care: A Working Model." Journal of Youth Development 14, no. 3 (September 12, 2019): 130–45. http://dx.doi.org/10.5195/jyd.2019.660.
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Social-emotional competence in children is an important area in which to develop and improve effective programs and evaluation. Research shows a positive association between social-emotional learning (SEL) and improvements in students’ conduct, social behavior, and school engagement as well as decreases in high-risk behaviors such as taking drugs, smoking and aggression. Extensive research points to the positive benefits of successful SEL curriculum in schools, but less research exists on SEL implementation in after-school care settings. Since social-emotional competence is correlated with higher positive effects and a decrease of negative effects in the social, behavioral, and academic outcomes of children exposed to these programs, more research is needed on the most effective format and environment for implementation. The purpose of this article is to review this research, and report the results of an evaluation comparing pre- and post-program survey data from children (n = 125; age range=4-11 years) attending an after-school program that has incorporated an SEL curriculum. Results showed significant increases in two SEL competencies: empathy and self-soothing. The advantages to providing both SEL instruction and evaluation in after-school care settings in addition to schools is also explored.
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Bailey, Rebecca, Laura Stickle, Gretchen Brion-Meisels, and Stephanie M. Jones. "Re-imagining social-emotional learning: Findings from a strategy-based approach." Phi Delta Kappan 100, no. 5 (January 22, 2019): 53–58. http://dx.doi.org/10.1177/0031721719827549.
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Many schools and out-of-school organizations use social-emotional learning (SEL) programs to boost students’ skills. Yet research shows that these programs can be difficult to implement and don’t always meet students’ needs. In response, Rebecca Bailey, Laura Stickle, Gretchen Brion-Meisels, and Stephanie Jones propose a new approach to SEL premised on three big ideas: SEL should be framed around a developmental model designed to target specific, age-appropriate skills; a flexible strategy-based approach may increase the feasibility of SEL implementation and school-wide consistency; and SEL is most effective when teachers are encouraged to implement and adapt strategies that meet their students’ needs and reflect their experiences. The authors describe how such a program was implemented in a preK-8 summer program.
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Carroll, Annemaree, Stephen Houghton, Kylee Forrest, Molly McCarthy, and Emma Sanders-O’Connor. "Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties." School Psychology International 41, no. 3 (January 22, 2020): 197–217. http://dx.doi.org/10.1177/0143034319898741.
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School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.
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White, Antoinette, and Sue Walker. "Enhancing Social–emotional Development through Evidence-based Resources." Australasian Journal of Early Childhood 43, no. 4 (December 2018): 4–12. http://dx.doi.org/10.23965/ajec.43.4.01.
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SOCIAL–EMOTIONAL LEARNING (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show that teachers are competent at administering such programs, yet there is limited research on educators’ ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators’ use of an SEL resource and its effect on children's social–emotional development. Paired sample t tests explored changes to development over an eight-week period, between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators’ teaching program and related activities. Findings suggest early childhood educators are capable of designing a teaching program targeting SEL instruction, using evidence-based practices. Results indicate that the resource had a significant effect on children's social–emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings.
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Blewitt, Claire, Amanda O’Connor, Heather Morris, Aya Mousa, Heidi Bergmeier, Andrea Nolan, Kylie Jackson, Helen Barrett, and Helen Skouteris. "Do Curriculum-Based Social and Emotional Learning Programs in Early Childhood Education and Care Strengthen Teacher Outcomes? A Systematic Literature Review." International Journal of Environmental Research and Public Health 17, no. 3 (February 7, 2020): 1049. http://dx.doi.org/10.3390/ijerph17031049.
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There is growing awareness of the benefits of curriculum-based social and emotional learning (SEL) programs in Early Childhood Education and Care settings for children’s social, emotional, and cognitive development. While many SEL programs aim to strengthen teachers’ capacity and capability to foster children’s social and emotional skills, research effort has focused on understanding the impact on child outcomes, with less emphasis on improvement in teaching quality. This systematic literature review examined the effectiveness of universal curriculum-based SEL programs on teacher outcomes. Fifteen studies met inclusion criteria, capturing ten distinct SEL interventions. The findings suggest SEL programs may strengthen teaching quality, particularly the provision of responsive and nurturing teacher-child interactions and effective classroom management. Data were insufficient to ascertain whether participation improved teachers’ knowledge, self-efficacy, or social-emotional wellbeing. The potential pathways between SEL intervention, teaching quality and children’s developmental outcomes are discussed.
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Bowers, Hannah, Matthew E. Lemberger-Truelove, and Greg Brigman. "A Social-Emotional Leadership Framework for School Counselors." Professional School Counseling 21, no. 1b (January 2017): 2156759X1877300. http://dx.doi.org/10.1177/2156759x18773004.
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Social-emotional learning (SEL) is an effective intervention focus associated with personal growth, student achievement, and behavioral regulation. The authors suggest that school counselors extend SEL practices into their leadership dispositions and behaviors. The authors offer implications for socially just school counseling practice, scholarship, and program evaluation.
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Deglan, Shelby, and Anthea Leung. "Research Roundup, Student Edition: Social-Emotional Learning (SEL) and Early Childhood." Children and Libraries 19, no. 2 (June 4, 2021): 25. http://dx.doi.org/10.5860/cal.19.2.25.
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This list features freely accessible links to research and resources on social-emotional learning (SEL) in early childhood. The resources can help children’s librarians and early childhood practitioners expand their knowledge and equip them with practical skills to promote SEL practices at libraries and/or other childcare settings.
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Pawlo, Erica, Ava Lorenzo, Brian Eichert, and Maurice J. Elias. "All SEL should be trauma-informed." Phi Delta Kappan 101, no. 3 (October 28, 2019): 37–41. http://dx.doi.org/10.1177/0031721719885919.
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Critics and supporters have expressed concern that social-emotional learning (SEL) has not been adapted to children suffering from trauma. While SEL has been identified as a mechanism through which trauma-informed schools can be created, this does not make SEL implementation, in and of itself, trauma-informed. Erica Pawlo, Ava Lorenzo, Brian Eichert, and Maurice J. Elias explain why calls for trauma-informed SEL are, in fact, calls for all SEL to be trauma-informed. They discuss how a trauma-informed approach to SEL is related to SEL’s emphasis on school climate, the need to build infrastructure for SEL learning, and the role of emotions in SEL instruction.
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Murano, Dana, Jeremy E. Sawyer, and Anastasiya A. Lipnevich. "A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions." Review of Educational Research 90, no. 2 (March 19, 2020): 227–63. http://dx.doi.org/10.3102/0034654320914743.
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This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students. For universal SEL interventions delivered to all students, a random-effects model with 33 primary studies showed small to medium effects for the overall development of social and emotional skills (Hedges’s g = .34) and for the reduction of problem behaviors (g = .32), with an overall grand mean of g = .35. For targeted interventions, delivered to at-risk students identified as being in need of additional supports, a random-effects model with 15 primary studies showed medium effects for the overall development of social and emotional skills (Hedges’s g = .44) and for the reduction of problem behaviors (g = .50), with an overall grand mean of g = .48. A meta-regression model showed that intervention program accounted for 83% of heterogeneity in the overall effect size for universal interventions. Overall, this meta-analysis demonstrated that preschool children benefit from SEL interventions in different contexts, particularly those who were identified as being in need of early intervention. Moreover, best practices for preschool SEL interventions may differ from best practices for K–12 students, given the developmental uniqueness of the preschool years.
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Belfield, Clive, A. Brooks Bowden, Alli Klapp, Henry Levin, Robert Shand, and Sabine Zander. "The Economic Value of Social and Emotional Learning." Journal of Benefit-Cost Analysis 6, no. 3 (2015): 508–44. http://dx.doi.org/10.1017/bca.2015.55.
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There is a growing body of research emphasizing the advantages of teaching students social and emotional (SE) skills in school. Here we examine the economic value of these skills within a benefit-cost analysis (BCA) framework. Our examination has three parts. First, we describe how the current method of BCA must be expanded to adequately evaluate SE skills, and we identify important decisions analysts must make. Second, we review the evidence on the benefits of SE skills, again noting key methodological issues with respect to shadow pricing. Finally, we perform BCA of four selected social and emotional learning (SEL) interventions: 4Rs; Second Step, Life Skills Training; and Responsive Classroom. These analyses illustrate both methodological and empirical challenges in estimating net present values for these interventions. Even with these challenges, we find that the benefits of these interventions substantially outweigh the costs. We highlight promising areas of research for improving the application of BCA to SEL.
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Rahmawati, Yuli, Tri Hastuti Budi Utami, Muktiningsih Nurjayadi, and Alin Mardiah. "Using Think-Pair-Share to Develop Students' Social and Emotional Competencies in Chemistry Learning." JKPK (Jurnal Kimia dan Pendidikan Kimia) 5, no. 1 (April 30, 2020): 43. http://dx.doi.org/10.20961/jkpk.v5i1.13140.
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<p>The aim of this study was to analyze students' social and emotional competencies through the integration of Think Pair Share (TPS) and a Social and Emotional Learning (SEL) approach to topics related to Acids and Bases. Social and emotional learning (SEL) is the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.. The study involved thirty-five 11th grade students in one of private school in Jakarta and was conducted between January and April, 2017. A qualitative methodology was employed to analyze students’ social and emotional competencies using interviews, classroom observations, reflective journals, and student worksheets. The application of a SEL approach was carried out by integrating it with a TPS strategy. In the <em>Think</em> stage students were given the opportunity to explore their understanding of acids and bases and to solve problems individually. In the<em> Pair</em> stage they could communicate their insights to the group, and in the <em>Share</em> stage they had occasion to present their group perspectives and respond to others. The five social and emotional competences found in this study were; self awareness, self management, social awareness, relationship management, and responsible decision making. Self awareness was demonstrated by understanding a student’s abilities, their needs, and their self- confidence. Self management was indicated by a student’s ability to manage pressure, plan strategies, and seek help. Social awareness competencies were analyzed through the development of students' attitudes to diversity and how they demonstrated care for friends. Relationship management competencies were identified by observing a student’s ability to manage friendships, how they overcame differences, and whether they provided assistance to each other. The responsible decision making competency was determined by observing how students made decisions when trying to solve a problem and whether they were able to plan a strategy when facing pressure. Whilst integrating SEL the researchers were challenged by the need to empower students, encourage teachers to stimulate students’ social and emotional competencies, and to manage time constraints. Integrating SEL into chemistry learning provided opportunities for students to develop their social and emotional competencies through independent thinking activities, group discussions, and presentations to their peers.</p>
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Ura, Sarah K., Sara M. Castro-Olivo, and Ana d’Abreu. "Outcome Measurement of School-Based SEL Intervention Follow-Up Studies." Assessment for Effective Intervention 46, no. 1 (July 18, 2019): 76–81. http://dx.doi.org/10.1177/1534508419862619.
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Recent meta-analyses confirm that social–emotional learning (SEL) interventions are effective in increasing academic, social, and emotional outcomes via direct skills instruction. With skill development serving as a primary mechanism of change in SEL interventions, we argue for the accurate measurement of skills as an important component of SEL research. Using the Collaborative for Academic, Social, and Emotional Learning (CASEL) model, we evaluate 111 studies included in a recent meta-analysis to determine the match between constructs targeted in interventions and SEL skill competency, as well as the measurement of skills and instruments used to evaluate programs. Findings indicate a general trend in the measurement of broad outcomes, rather than skills taught in programs, and limited measurement across CASEL five-competency model. Utility of measuring outcomes specific to competencies taught in intervention across SEL domains are discussed.
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Le Thuy, Linh. "ENGLISH LANGUAGE TEACHING INTEGRATED WITH SOCIAL EMOTIONAL LEARNING (SEL) IN RESPONSE TO STRESS EXPOSURE AT HIGHER EDUCATION." Journal of Science Social Science 65, no. 11 (November 2020): 93–109. http://dx.doi.org/10.18173/2354-1067.2020-0075.
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Under the internationalization of education context and globalization, at tertiary level, students benefit from opportunities for academic and professional development. However, they also face pressures ranging from academic burdens to social life, which cause huge stressors. In responding to this challenge, the suggestion from K-12 education, so-called social emotional learning (SEL) can be integrated in higher education due to its effectiveness in self-awareness, social relation and responsible decision. For supporting evidences, a trans-disciplinary study was conducted at National Economics University, where SEL materials were integrated into English lessons of 100 research participants, including those from traditional and partnership programs. This research aimed at equipping students with SEL knowledge to better deal with their stressors. Successfully, after getting the input of SEL intervention, students changed their stress responses from avoidance-oriented to problem- and emotion-oriented. The SEL knowledge should be delivered to students. Especially, this study also provided other recommended SEL integrated approaches for higher education in Vietnam to help students tackling stressors.
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Konishi, Chiaki, and Sol Park. "Promoting Children’s Healthy Social-Emotional Growth: Dialogue Journal." Journal of Education and Learning 6, no. 2 (February 13, 2017): 246. http://dx.doi.org/10.5539/jel.v6n2p246.
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Dialogue journals are a form of writing in which a student and a teacher carry on a conversation over time. This paper addresses the benefits of using dialogue journals for promoting a positive social-emotional learning (SEL) environment for children in school settings. Educators and researchers have increasingly acknowledged the importance of SEL in schools, and the recognition has been gradually spread around the world in recent years. Despite the increased recognition of the importance of SEL, teachers often appear to feel unacquainted with tactics for promoting children’s social-emotional growth. We provide our readers with a theoretical and practical rationale behind the benefits in the framework of SEL. We also provide practical guidelines for the implementation of the dialogue journals in schools. Further, successful examples of the use of dialogue journals which we have drawn upon during classes in different countries are presented in order to help teachers promote the positive SEL environment for students at school.
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Davis, Kimberly K., David D. Christian, Richard Hammett, Gary Low, and Tanya Seagraves-Robinson. "Social Emotional Learning: An Appreciative Approach to Teacher Development." AI Practitioner 23, no. 3 (September 1, 2021): 122–35. http://dx.doi.org/10.12781/978-1-907549-48-9-16.
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This article describes a study of an appreciative approach to support teachers in learning how to support children up to 18 years old in the fields of social emotional learning (SEL) and Transformative Emotional Intelligence (TEI).
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Jagers, Robert J., Deborah Rivas-Drake, and Brittney Williams. "Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence." Educational Psychologist 54, no. 3 (July 3, 2019): 162–84. http://dx.doi.org/10.1080/00461520.2019.1623032.
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Bailey, Rebecca, Natasha Raisch, Sonya Temko, Britt Titus, Jonah Bautista, Tahirat Omolara Eniola, and Stephanie M. Jones. "Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria." International Journal of Environmental Research and Public Health 18, no. 14 (July 11, 2021): 7397. http://dx.doi.org/10.3390/ijerph18147397.
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Recent studies suggest that social and emotional learning (SEL) programming has the potential to be effective in conflict-affected regions, yet evidence is limited, and findings to date are mixed. One hypothesis about why SEL interventions in education in emergencies (EiE) settings have not generated the anticipated results is that the SEL content and materials have not been sufficiently localized to the context, leading to poor cultural relevance or fit. A second hypothesis is that SEL program demands tend to be high and capacity for implementation is low, undermining sustainability and impact. The current study addresses these challenges by investing in locally driven SEL content and design as a way to ensure that SEL materials are grounded in local values and needs, culturally appropriate, relevant to the specific context, and feasible to implement. The study draws on the developmental and prevention sciences as well as the field of behavioral insights to test evidence-based interventions intended to encourage desired behaviors around uptake and implementation. This paper documents the activities conducted during the project’s design phase, including landscape research, creation of initial prototypes, design workshops and rapid prototyping, and field testing. Findings suggest that using local values, practices, and framing in SEL programming increases relevance and appropriateness for the Northeast Nigeria setting. Furthermore, targeted behavioral insights interventions increased the uptake, habitual and regular use, as well as correct implementation of SEL activities. The findings contribute to the emerging literature on the cultural variability of SEL and the need to consider the context when designing and implementing programs in any setting.
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Dyson, Ben, Donal Howley, and Yanhua Shen. "Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools." Journal of Research in Innovative Teaching & Learning 12, no. 1 (June 14, 2019): 68–84. http://dx.doi.org/10.1108/jrit-02-2019-0024.
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Purpose The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools. Design/methodology/approach This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005). Findings The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time. Research limitations/implications The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children. Originality/value Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.
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Zhao, Yong. "Another education war? The coming debates over social and emotional learning." Phi Delta Kappan 101, no. 8 (April 27, 2020): 42–48. http://dx.doi.org/10.1177/0031721720923791.
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Writing in the April 2020 issue of Kappan, Tim Shriver and Roger Weissberg address a recent spate of reports and articles that have offered “constructive criticism” of the movement to promote social and emotional learning (SEL) in K-12 education. Despite a number of concerns that have been raised about SEL programs’ scope, implementation, and research base, they conclude that the movement enjoys widespread support and will continue to strengthen and grow. In response, however, Yong Zhao argues that there’s much less consensus around social and emotional learning than supporters would like to believe.
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Trach, Jessica, Matthew Lee, and Shelley Hymel. "A Social-Ecological Approach to Addressing Emotional and Behavioral Problems in Schools: Focusing on Group Processes and Social Dynamics." Journal of Emotional and Behavioral Disorders 26, no. 1 (December 12, 2017): 11–20. http://dx.doi.org/10.1177/1063426617742346.
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A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student’s emotional, behavioral, and academic outcomes have been investigated in some detail in recent years, most studies have focused on evaluating programs aimed at directly training social and emotional competencies with a focus on the individual. Far less is known about the role of interpersonal group dynamics and systems functioning at the levels of the peer group, classroom, and school community. Drawing on Bronfenbrenner’s ecological systems theory and Harris’s group socialization theory, this article reviews the literature on SEL and group dynamics to identify the ways in which existing SEL frameworks already encapsulate social group processes that contribute to the promotion of positive social-emotional development of children and youth. The goals of this contribution are twofold: (a) to document how EBP can be attenuated by addressing group-level processes that already exist within SEL practices and (b) to provide educators with specific SEL strategies to address group dynamics in their classrooms to optimize outcomes for all students, including students with EBP.
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Soutter, Madora. "Unintended lessons of SEL programs." Phi Delta Kappan 100, no. 5 (January 22, 2019): 59–62. http://dx.doi.org/10.1177/0031721719827550.
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A mixed-methods study of a large social-emotional learning (SEL) program revealed notable disparities in the ways that teachers and students perceived the program’s impact. Teachers believed the initiative empowered students, while the students themselves described the program as one that emphasized compliance. Madora Soutter summarizes her findings and offers three recommendations for teachers and administrators implementing social and emotional learning initiatives: Evaluate the intention behind SEL programming to avoid a deficit mindset; anticipate implementation roadblocks, such as the tension between some SEL programs and the inherent power dynamics in schools; and actively, authentically listen to students.
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Deli, Wu, Amrita Kaur, and Rosna Awang-Hashim. "WHO DELIVERS IT AND HOW IT IS DELIVERED: EFFECTS OF SOCIAL-EMOTIONAL LEARNING INTERVENTIONS ON LEARNING ANXIETY AND DROPOUT INTENTION." Malaysian Journal of Learning and Instruction 18, Number 1 (January 31, 2021): 1–27. http://dx.doi.org/10.32890/mjli2021.18.1.1.
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Purpose – Given the prevalence of mental health issues among young adolescents and its detrimental effects on academic functioning, Social-Emotional Learning (SEL) interventions are becoming extremely valuable. The current study aims to investigate the effectiveness of two types of SEL interventions delivered by two different types of teachers to determine their effectiveness for SEL knowledge, learning anxiety, and intention to drop-out. Methodology – This study employed 2 x 2 factorial and between-subject quasi-experimental design, in which intervention type and teacher type were manipulated to produce four different versions of experiments. A total of 209 students (107 boys, 102 girls) from Grade 8 with a mean age of 14.3 years from a Qinzhou City in Southwest China participated in the study. Findings – Factorial and between-group MANOVA revealed that while psychology teacher was more effective in enhancing SEL knowledge and reducing dropout intention, regular teacher was more effective in reducing learning anxiety. TASSEL intervention was more effective in enhancing SEL knowledge and reducing dropout intention while SEL regular intervention was more effective in reducing learning anxiety. Nevertheless, within-group analysis suggested TASSEL with psychology teacher was the best combination in reducing dropout intention while SEL with psychological teacher was the best combination in reducing learning anxiety. Significance – The results have significance for schools and mental health counselling services. The findings can guide the effective design of SEL intervention and appropriate teachers to deliver it. Keywords: Social-Emotional Learning, Teacher autonomy support, Learning anxiety, Dropout intention.
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Socas, John. "Infusing Social and Emotional Learning (SEL) into the Community College Curriculum." Community College Journal of Research and Practice 41, no. 12 (November 18, 2016): 901–4. http://dx.doi.org/10.1080/10668926.2016.1244497.
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Hoffman, Diane M. "Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States." Review of Educational Research 79, no. 2 (June 2009): 533–56. http://dx.doi.org/10.3102/0034654308325184.
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This critical cultural analysis of trends in the field of social emotional learning (SEL) in the United States considers how ideas concerning emotional skills and competencies have informed programmatic discourse. While currently stressing links between SEL and academic achievement, program literature also places emphasis on ideals of caring, community, and diversity. However, recommended practices across programs tend to undermine these ideals by focusing on emotional and behavioral control strategies that privilege individualist models of self. SEL in practice thus becomes another way to focus attention on measurement and remediation of individual deficits rather than a way to redirect educators’ focus toward the relational contexts of classrooms and schools. The promise of SEL to foster increased achievement and equity in American education may not be realized unless more work is done to connect ideals with practices and to address the political and cultural assumptions that are being built into contemporary approaches.
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Jain, Chirag Bhikamchand, and Darshana Chirag Jain. "ENHANCING ACADEMIC PERFORMANCE & SOCIAL EMOTIONAL LEARNING (SEL) WITH THE BRAIN ENHANCEMENT PROGRAM (“BTE”)." International Journal of Education, Psychology and Counseling 6, no. 42 (September 5, 2021): 111–32. http://dx.doi.org/10.35631/ijepc.642010.
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Social Emotional Learning is a core competency in the coming future as mankind has created and invented a gadget, device or an app for almost most of technical and knowledge-based needs. Especially during the pandemic, the need for SEL programs becomes a necessity. The important process then remains to create individuals with sensitivity to navigate in such endowed systems, without feeling too powerful or at the polar end without feeling disconnected. It is undeniable society at large will be living with this sense of having the world at their fingertips! It is exactly because of this reason that it is necessary to be socially emotionally adjusted to co-exist with many such equally gifted or talented people around oneself. At the same time the children are exposed to the fast-paced world and ever demanding need to excel and perform better academically. The Brain Training Enhancement Program (“BTE”) is a scientifically designed well researched program using Neurofeedback to improve the brain ability of students in competitive exams. The A pre- and post-test quasi-experimental design was used to test the impact of a 10-week, online-based social and emotional learning (SEL) intervention, Brain Training Enhancement Program (“BTE”), on the academic performance and social and emotional competence of 12th grade students (N =82) in two classrooms in one school. Academic performance was assessed by report card grades done in the immediate past and immediately post intervention. Social and emotional competence was assessed with Psychometric Analysis and QEEG Measurements. Students in classrooms integrating BTE program had higher year-end grades and higher scores of social and emotional competences (e.g., Engagement, Self-Regulation, and Focus) compared to students in the comparison group. This study provides preliminary empirical evidence that SEL programs like BTE improve important student outcomes.