Relevant bibliographies by topics / Social and emotional learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social and emotional learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 25 July 2025

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Journal articles on the topic "Social and emotional learning"

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Husaj, Shqipe. "Social Emotional Learning (SEL)." European Journal of Multidisciplinary Studies 1, no. 3 (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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Voeller, Kytja K. S. "Social-Emotional Learning Disabilities." Psychiatric Annals 21, no. 12 (1991): 735–41. http://dx.doi.org/10.3928/0048-5713-19911201-09.

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Mok, Magdalena Mo Ching. "Social and emotional learning." Educational Psychology 39, no. 9 (2019): 1115–18. http://dx.doi.org/10.1080/01443410.2019.1654195.

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Swartz, Martha K. "Social and Emotional Learning." Journal of Pediatric Health Care 31, no. 5 (2017): 521–22. http://dx.doi.org/10.1016/j.pedhc.2017.06.001.

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Pathan, Habibullah, Marta Szczepaniak, Ayesha Sohail, Quratul Ain Mirza, and Ilahi Bux. "Support for learning social, emotional and behavioral difficulties." International Journal of Academic Research 6, no. 1 (2014): 42–46. http://dx.doi.org/10.7813/2075-4124.2014/6-1/b.6.

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Singla, Anshu, and Babita Prashar. "Social Emotional Learning through STEM Education: Educators? Perspectives." International Journal of Science and Research (IJSR) 11, no. 1 (2022): 1178–83. http://dx.doi.org/10.21275/sr22121113112.

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Varner, Edward. "General Music Learning Is Also Social and Emotional Learning." General Music Today 33, no. 2 (2019): 74–78. http://dx.doi.org/10.1177/1048371319891421.

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The purpose of this article is to highlight the relationship between general music and social and emotional learning. Social and emotional learning involves a set of social, emotional, behavioral, and character competencies that are essential to success in school, in the workplace, within relationships, in the community, and in life. Music teachers are uniquely positioned to help students become more socially and emotionally competent while simultaneously developing the skills outlined in the general music curriculum. Many general music program activities reinforce and help students understand
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Kongpha, Rattanakul, Kanita Hinon, and Panita Wannapiroon. "HyFlex Learning Ecosystem with Social Emotional Learning." International Education Studies 18, no. 1 (2025): 67. https://doi.org/10.5539/ies.v18n1p67.

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The model of the HyFlex Learning Ecosystem is with social emotional learning to enhance digital emotional intelligence. The concept is based on the integration of digital learning ecosystems. HyFlex Learning and social emotional learning this research has the objective (1) To study and synthesize the conceptual framework of The HyFlex Learning Ecosystem with Social-Emotional Learning to Enhance Digital Emotional Intelligence. (2) To develop model of The HyFlex Learning Ecosystem with Social Emotional Learning to Enhance Digital Emotional Intelligence. (3) To study the suitability of The HyFlex
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Usakli, Hakan. "Drama Based Social Emotional Learning." Global Research in Higher Education 1, no. 1 (2018): 1. http://dx.doi.org/10.22158/grhe.v1n1p1.

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<p><em>This experimental study evaluates effectiveness of drama on social emotional learning. Social-Emotional Skills Perception Scale was applied to 255 elementary fourth grades. The students who got average and below average social emotional score were selected for experimental and control group. Those groups are equal in participant (42 each) and have approximately similar means in the study. Ten weeks interventions that are drama sessions about social emotional learning were presented to experimental group students. It is apparently seen that there is significant difference bet
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Khodai, Hemavibushani. "Belonging through Social Emotional Learning." Mathematics Teacher: Learning and Teaching PK-12 114, no. 7 (2021): 556–58. http://dx.doi.org/10.5951/mtlt.2021.0084.

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Dissertations / Theses on the topic "Social and emotional learning"

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Hardy, Sarah J. "The Role of Leadership in Social-emotional Learning Implementation: Making Sense of Social-emotional Learning Initiatives." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107979.

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Thesis advisor: Vincent Cho<br>The Role of Leadership in Social-Emotional Learning Implementation: Making Sense of Social-Emotional Learning Initiatives by Sarah J. Hardy Dr. Vincent Cho, Chair, Dr. Elida Laski, Reader, Dr. Ingrid Allardi, Reader Social-emotional learning (SEL) is an essential component of every student’s education. District leaders play an important role in the development and implementation of SEL programs in schools. This qualitative case study explored the strategies used by district leaders in supporting sensemaking of SEL initiatives as they were implemented. Data were c
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Van, Schoiack Leihua. "Promoting social-emotional competence : effects of a social-emotional learning program and corresponding teaching practices in the schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7849.

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McGarrigle, Donna M. "The Role of Leadership in Social-Emotional Learning Implementation: Principal and Counselor Practices to Support Social-Emotional Learning." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107977.

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Thesis advisor: Vincent Cho<br>This case study of a public school district in the Northeast United States explores the leadership practices of elementary and middle school counseling staff and principals in supporting SEL, using a distributed leadership framework (Spillane, 2006). Data sources included 24 interviews with administrators, guidance counselors and social workers and document review. Findings indicate counseling staff support students and staff in a variety of ways through both formal and informal leadership practices. Principals support SEL by establishing SEL programs or strategi
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Price, Alan Charles. "Action research in outdoor learning : promoting social and emotional learning in young people with social emotional and behavioural difficulties." Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7428/.

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This research applies a non-typical action research approach to design, implementation and monitoring of an outdoor learning intervention situated within a UK special school for learners with social emotional and behavioural difficulties (SEBD). The rationale for the research is based upon practitioner assumptions that an earlier skills orientated outdoor learning curriculum was inappropriate and that change was required to incorporate opportunities for the learners to develop their social and emotional learning (SEL) skills. The thesis describes the historical role of outdoor learning in rela
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Youngblood, Sheila. "Teachers' Perspectives on Implementing Social-Emotional Learning Standards." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1527.

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The problem this study addresses is the extent to which social-emotional learning programming is effectively implemented. Since social-emotional learning programming has emerged as a significant aspect of U.S. education, man states have included social-emotional standards and programming as an essential part of the curriculum. Researchers have found that effective reform includes not only emphasis on academic and standardized test scores, but also on social-emotional influences. As a school reform initiative, a Social Emotional Learning (SEL) program is being implemented at a Midwestern high s
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Phelan, Derek Phelan Allen. "Social and Emotional Learning Needs of Gifted Students." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4813.

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Compared to their peers, gifted and talented (GT) students have unique social and emotional needs. As schools mandated social and emotional learning goals for each GT student, support at the state level was limited. The purpose of the study was to answer the guiding question of how students could benefit from implementing key elements in a GT social and emotional curriculum. The study was guided by Corso's approach to promoting and developing positive social-emotional behavior. Data were collected from questionnaires administered to 32 statewide GT experts. Semistructured interviews were condu
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Baron, Debra Mayconich. "Social and emotional learning| An argument for religious pluralism." Thesis, Loyola University Chicago, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3566515.

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<p> The purpose of this project is to argue that in order for social and emotional learning (SEL) goals to achieve their intended outcomes for students and society, religious pluralism must be reflected in student instruction. SEL involves the use of evidence-based practices to provide opportunities to develop competencies related to self-awareness, self-management, social awareness, relationship skills, and responsible decision making which are intended to enable students to demonstrate morally appropriate actions and ethical decisions, which I am calling "right behavior." </p><p> It is my
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Hackney, Candace Dorothy. "Social Emotional Learning as a Charge for School Psychologists." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1566147862091835.

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Carruth, Mattie. "Social and Emotional Learning in North Carolina Public Middle Schools." Thesis, Prescott College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10113338.

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<p> The inclusion of social and emotional learning (SEL) in schools is becoming a pertinent topic in the field of education. Teachers and administrators are recognizing a need to support students&rsquo; social and emotional growth alongside their academics. Young adolescents in grades 6 &ndash; 8 are in a developmental stage during which the acquisition of interpersonal and intrapersonal skills could be particularly beneficial and supportive to their ability to lead healthy lives. In this project-based thesis, the author based her research on the question; how are North Carolina (NC) public sc
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Saint-Louis, Nadia. "Teacher Perceptions of Social Emotional Learning Supports in Freshman Academy." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3819.

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Ninth grade year is the most important challenging year of high school. Many students struggle adjusting to the transition to high school. If supports are not in place, many ninth-grade students are at-risk of dropping out of school. The purpose of this study was to identify and examine the social emotional learning supports in Freshman Academy that assist in the transition to High School. A qualitative investigation was conducted to explore these social emotional supports. This study used a phenomenological methodology, enabling the researcher to gather information from a purposeful selection
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Books on the topic "Social and emotional learning"

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Wentzel, Kathryn. Social and Emotional Learning. Routledge, 2025. https://doi.org/10.4324/9781003054573.

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Järvelä, Sanna. Social and emotional aspects of learning. Academic Press, 2011.

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Burrus, Jeremy, Samuel H. Rikoon, and Meghan W. Brenneman. Assessing Competencies for Social and Emotional Learning. Routledge, 2022. http://dx.doi.org/10.4324/9781003102243.

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Elizabeth, Devaney, and Collaborative for the Advancement of Social and Emotional Learning., eds. Sustainable schoolwide social and emotional learning (SEL). Collaborative for Academic, Social, and Emotional Learning, 2006.

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Ensing, Jean. Children Learning: Personal, social and emotional development. Spencer, 2002.

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Ensing, Jean. Children learning: Personal, social and emotional development. Spencer Publications, 2002.

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Love, Patrick. Enhancing student learning: Intellectual, social, and emotional integration. Graduate School of Education and Human Development, George Washington University, 1995.

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Wang, Yuan 'Elle', Srećko Joksimović, Maria Ofelia Z. San Pedro, Jason D. Way, and John Whitmer, eds. Social and Emotional Learning and Complex Skills Assessment. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06333-6.

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Love, Patrick G. Enhancing student learning: Intellectual, social and emotional integration. Educational Resources Information Center, 1995.

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Social and Emotional Learning. Taylor & Francis Group, 2018.

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Book chapters on the topic "Social and emotional learning"

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Macklem, Gayle L. "Social–Emotional Learning." In Preventive Mental Health at School. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4614-8609-1_8.

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Steve, Reifman. "Social-Emotional Learning." In 107 Awesome Elementary Teaching Ideas You Can Implement Tomorrow. Eye on Education, 2020. http://dx.doi.org/10.4324/9781003001676-18.

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Paolini, Allison. "Social Emotional Learning." In Using Social Emotional Learning to Prevent School Violence. Routledge, 2022. http://dx.doi.org/10.4324/9781003262183-14.

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Wu, Marissa Yi-Hsuan, Erica Frydenberg, and Vicki McKenzie. "Social-Emotional Learning." In Handbook of Positive Psychology in Schools, 3rd ed. Routledge, 2022. http://dx.doi.org/10.4324/9781003013778-12.

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Volz, Austin, Julia Higdon, and William Lidwell. "Social-Emotional Learning." In The Elements of Education for Teachers. Routledge, 2019. http://dx.doi.org/10.4324/9781315101002-43.

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Call-Cummings, Meagan, Kristien Zenkov, and Jeff Keller. "Social-Emotional Learning." In Talking Equity in Polarized Times. Routledge, 2024. http://dx.doi.org/10.4324/9781003468769-8.

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Hooper, Stephen R., and W. Grant Willis. "Social-Emotional Features." In Learning Disability Subtyping. Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8810-4_7.

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Evergreen, Stephanie D. H., and Chris L. S. Coryn. "Social-Emotional Learning Scale." In Encyclopedia of the Sciences of Learning. Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_409.

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Paolini, Allison. "Social Emotional Learning Overview." In Using Social Emotional Learning to Prevent School Violence. Routledge, 2022. http://dx.doi.org/10.4324/9781003262183-11.

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Boivin, Jacquelynne Anne, and Kevin McGowan. "Social-Emotional Learning Approaches." In Unpacking Privilege in the Elementary Classroom. Routledge, 2024. http://dx.doi.org/10.4324/9781003394112-9.

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Conference papers on the topic "Social and emotional learning"

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Kkeli, Eleni, and Athanassios Jimoyiannis. "STUDENTS' SOCIAL-EMOTIONAL DEVELOPMENT THROUGH DIGITAL STORYTELLING: A SYSTEMATIC REVIEW." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2537.

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Filosofi, Fabio, and Michelina Valenza. "SOCIAL EMOTIONAL LEARNING (SEL) IN DISCIPLINARY TEACHING: AN INNOVATIVE APPROACH." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1328.

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Ben-Atar, Ella, and Sigal Chen. "LEARNING VOICES: PODCASTING AS A BRIDGE BETWEEN PEER LEARNING AND SOCIAL-EMOTIONAL DEVELOPMENT." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1465.

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Nava, Marco. "Leading Social-Emotional Learning." In 2022 AERA Annual Meeting. AERA, 2022. http://dx.doi.org/10.3102/1887183.

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Sastra Purna, Rozi, and Nurmina Nurmina. "Development of Social Emotional Learning." In International Conference of Mental Health, Neuroscience, and Cyber-psychology. Fakultas Ilmu Pendidikan, 2018. http://dx.doi.org/10.32698/25267.

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Laurian Fitzgerald, Simona, and Carlton Fitzgerald. "ONLINE LEARNING AND SOCIAL EMOTIONAL GROWTH." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1815.

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Haga, Elizabeth. "“Bad, really really bad” ESL Learners’ Emotions and Emotion Regulation in Response to Native Speaker." In 6th World Conference on Arts, Humanities, Social Sciences and Education. Eurasia Conferences, 2024. https://doi.org/10.62422/978-81-970328-4-4-006.

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Emotions and emotion regulation are well researched in mainstream psychology. Although the study of emotions is currently receiving increased attention in the literature on second language learning, little empirical evidence is available on the emotional effect of feedback on language learning. This study investigates the emotions experienced by adult ESL learners enrolled in an English for Academic Purposes (EAP) program at an American community college, in response to feedback on their performance inside and outside of the classroom. It also investigates how these learners regulated their em
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Duchesneau, Nancy. "Cultural Diversity in Social Emotional Learning." In 2019 AERA Annual Meeting. AERA, 2019. http://dx.doi.org/10.3102/1445701.

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Usakli, Hakan. "Social Emotional Learning During COVID-19." In Current Issues of Education and Science. KRPOCH, 2021. http://dx.doi.org/10.26697/9786177089147.2021.08.

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Pal, Seema R., and Vidyanand S. Khandagale. "A Study of Social-EmotionalStatus of Inservice Teachers of Kolhapur District." In Transforming Knowledge: A Multidisciplinary Research on Integrative Learning Across Disciplines. The Bhopal School of Social Sciences, 2025. https://doi.org/10.51767/ic250414.

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Teachers play a crucial role in developing the socio-emotional aspects of the children because teachers' social and emotional well-being directly impacts the ability to create a positive and conducive learning environment. Students are entering schools lacking the social and emotional skills needed for holistic development. Hence along with the students it is equally important for a teacher to be aware of their socio-emotional competencies including components of SocialEmotional Learning which broadly consists of skills such as self-management, self-awareness, social awareness, Relationship sk
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Reports on the topic "Social and emotional learning"

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Green, Crystal, and Clara García-Millán. Policy Report: Social & Emotional Learning. HundrED, 2022. http://dx.doi.org/10.58261/gqnj2653.

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Social and emotional skills are crucial for all of us to thrive in today’s unpredictable world. Thus, social and emotional learning (SEL) has become a top priority on the agendas of education stakeholders in many countries. From an equity perspective, ensuring that every child has access to SEL requires a systemic approach and a strong commitment from those responsible for formulating educational policies. This policy report is aimed at policymakers eager to widen their understanding, address the challenges and increase the opportunities for social-emotional learning in their education system.
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Green, Crystal, and Clara García-Millán. Spotlight: Social & Emotional Learnin. HundrED, 2021. http://dx.doi.org/10.58261/cqtm5329.

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The COVID-19 pandemic has renewed a global discussion of the importance of schools and teachers for supporting children social and emotional learning. Policymakers, school administrators, and teachers are working to reconceptualise approaches to teaching and learning that help students develop skills for setting goals, managing behaviour, and building relationships, within and beyond the classroom. In order for education systems to truly develop the broad set of competencies young people need to thrive socially, academically, and professionally, students need to develop a range of social and e
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Russell, Christina A. Centering Wellbeing: Advancing Social Emotional Learning for All. Digital Promise, 2023. http://dx.doi.org/10.51388/20.500.12265/177.

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The Working Group on Social Emotional Learning (SEL) and Learning Differences was launched in 2021 as an initiative of the Global Cities Education Network (GCEN). Fourteen school districts each worked to implement a unique action plan designed to strengthen SEL supports in their district, including for students with learning differences. Districts drew on expertise and resources shared in the working group and adapted the strategies to meet their needs. The learning centered on deep dives into two international school systems: a virtual site visit to Surrey Schools (British Columbia, Canada) a
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Greenberg, Mark. Evidence for Social and Emotional Learning in Schools. Learning Policy Institute, 2023. http://dx.doi.org/10.54300/928.269.

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There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning programs. This report reviews the findings from 12 meta-analyses on school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of so
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Jones, Stephanie M., Katharine E. Brush, Thelma Ramirez, et al. Navigating Social and Emotional Learning From the Inside Out. Harvard Graduate School of Education, 2021. http://dx.doi.org/10.59656/yd-os5671.001.

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Rosen, Jeffrey A., Kesha Hudson, Susan Rotermund, Cheryl Roberts, and Anna-Lisa Mackey. Social Emotional Learning in Middle School: Developing Evidence-Based Programs. RTI Press, 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0075.2207.

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This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Le
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Hampton, Sarah, Kip Glazer, Dalila Dragnić-Cindrić, and Judi Fusco. Social Regulation of Learning. Digital Promise, 2025. https://doi.org/10.51388/20.500.12265/249.

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Social regulation of learning is a critical component of successful collaborative learning, encompassing self-regulation, co-regulation, and socially shared regulation of learning. This primer explores these components and discusses how they help students navigate social, cognitive, and emotional challenges within collaborative settings. The primer also highlights the teacher's role in fostering regulation skills, the importance of a positive classroom climate, and the need for students to be given time in groups without their teacher to develop their shared regulation skills. Further, it addr
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Loeb, Pam, Stacia Tipton, and Erin Wagner. Social and Emotional Learning: Feedback and Communications Insights from the Field. Edge Research and The Wallace Foundation, 2016. http://dx.doi.org/10.59656/yd-g8958.001.

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and s
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Feikes, David, William Walker, Madelaine Miller, and Lisa Alessandri. The Role of Social and Emotional Learning in the Math Recovery Project. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317455.

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