Social and Emotional Learning: Research, Practice, and Policy最新文献

{"title":"Physical activity and social-emotional learning in Canadian children: Multilevel perspectives within an early childhood education and care setting","authors":"Jasmine Zhang ,&nbsp;Imogen M. Sloss ,&nbsp;Nicola Maguire ,&nbsp;Dillon T. Browne","doi":"10.1016/j.sel.2024.100069","DOIUrl":"10.1016/j.sel.2024.100069","url":null,"abstract":"<div><div>Early childhood education and care programs can support physical activity and socio-emotional skills development. However, limited research has investigated the longitudinal associations between these constructs and whether they vary across child-specific and classroom-wide levels of analysis. The present study evaluated three-month trajectories of social and emotional competencies, with an emphasis on associations with physical activity. Participants were children enrolled in a licensed not-for-profit early childhood education and care provider in Canada. Educators (<em>n</em> = 37) across 22 classrooms completed monthly assessments of children (<em>N</em> = 235) from January–March 2020. Intraclass correlation coefficients revealed that significant variability in socio-emotional strengths could be attributed to between- and within-classroom differences (21 % and 47 %, respectively), and change over time (32 %). In three-level random-slopes growth curve models, socio-emotional strengths increased over time, with significant between-classroom differences in initial averages and rates of change. Child-specific and classroom-average levels of physical activity were also associated with socio-emotional strengths. These findings underscore the importance of considering child and classroom differences in early learning contexts. Moreover, incorporating physical activity in these settings holds promise as an accessible strategy to support children’s social and emotional development.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Civic reasoning depends on transcendent thinking: Implications of adolescent brain development for SEL","authors":"Mary Helen Immordino-Yang ,&nbsp;Christina Kundrak ,&nbsp;Douglas Knecht ,&nbsp;Jamaal Matthews","doi":"10.1016/j.sel.2024.100067","DOIUrl":"10.1016/j.sel.2024.100067","url":null,"abstract":"<div><div>Accumulating evidence from developmental social-affective neuroscience and educational research reveals striking affordances for adolescents’ academic, psychosocial and neural development of transcendent thinking—the disposition to integrate concrete, context-specific thinking and emotions into deliberations on the abstract, systems-level, ethical and personal implications of information, ideas, and skills. Here, we highlight the coordinated psychological and neural processes by which adolescents leverage transcendent thinking for civic reasoning. From qualitative field data, we argue that civic reasoning in the context of academic learning supports the coordination of conceptual understanding with intellectual agency, identity and communal orientation, leading youth toward process-oriented, rather than outcome-oriented, approaches to learning. From longitudinal interview and neuroimaging data, we argue that civic reasoning drives developmental coordination among brain networks involved in agency, self-awareness, and consciousness; internal reflection, abstraction and narrative; emotional feelings; memory; executive functioning and attention. These brain changes longitudinally predict resilience, identity development, and wellbeing (Gotlieb et al., 2024b). This transdisciplinary research underscores the power of civic reasoning for adolescents’ healthy development into young adulthood, and the benefits of schooling designed to center civic reasoning and personal reflection. In today’s globalized society, civic reasoning may be among the most important core social-emotional dispositions for youth and community thriving.</div></div><div><h3>Impact statement</h3><div>Civic reasoning is among the most important capacities youth must develop to sustain a functioning and equitable democratic society, and hence should be among the central aims of education. New research is demonstrating that adolescents’ dispositions toward civic reasoning, and the emotionally motivated transcendent thinking that undergirds it, are associated with a cascade of beneficial brain and psychosocial developmental effects that extend into young adulthood. Organizing adolescent education around civic reasoning and reflection could provide a powerful opportunity to support youths’ deep scholarly learning and psychosocial development in a coordinated way.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142437919","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Preliminary trial of a well-being diary with Japanese primary school students","authors":"Yuki Matsumoto ,&nbsp;Yu Takizawa ,&nbsp;Yuma Ishimoto","doi":"10.1016/j.sel.2024.100066","DOIUrl":"10.1016/j.sel.2024.100066","url":null,"abstract":"<div><div>The well-being of Japanese children has been reported to be low, compared with children in other developed countries. However, there has been a lack of social and emotional education specially designed to promote the well-being of this demographic. To address this gap, the authors developed a well-being diary (WE diary) suited for the Japanese school context during the COVID-19 pandemic. This study was a two-arm controlled trial to investigate the efficacy and feasibility of the WE diary using the social and emotional learning approach. The participants comprised Japanese primary school students aged 7–8 (35 females and 34 males) who volunteered for this 8-week program, which was implemented during 10–15-minute extra class periods. The students in the WE diary group and waitlist conditions completed questionnaires at three time points, under the supervision of the teacher. Based on the findings, there were significant positive changes in the scores for well-being and perceived social support, indicating the feasibility of this program in Japanese primary schools. The overall usefulness of the well-being diary among this demographic could motivate researchers, policymakers, and practitioners to promote social and emotional learning in Japanese schools.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142328189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"What do parents know about social-emotional learning in their children’s schools? Gaps and opportunities for strengthening intervention impact","authors":"Alison L. Drew ,&nbsp;Kimberly A. Rhoades ,&nbsp;J. Mark Eddy ,&nbsp;Amy M. Smith Slep ,&nbsp;Tia E. Kim ,&nbsp;Cailin Currie","doi":"10.1016/j.sel.2024.100065","DOIUrl":"10.1016/j.sel.2024.100065","url":null,"abstract":"<div><p>Universal school-based social and emotional learning (SEL) programs have been shown to have a range of benefits for students. However, these programs tend to focus on students, not involving parents, which may limit their impact outside the school context. We conducted focus groups and interviews with 118 parents, 58 teachers, and 6 school administrators at six public elementary schools across the United States implementing the <em>Second Step</em> SEL program to determine (a) what parents want to know about SEL in their children’s schools and why, (b) what parents actually know about SEL in their children’s schools, and (c) educators’ perspectives on SEL communication with parents. The findings suggest that school staff underestimate parents’ interest in knowing what their children are learning in SEL at school and perceive logistical barriers to SEL communication with parents. Accordingly, many parents report lacking knowledge about SEL despite valuing that knowledge and wishing to support their children’s SEL development. These findings point to ways SEL programs can be designed to better communicate with parents, and importantly, to facilitate parental engagement in the development of their children’s SEL skills.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000391/pdfft?md5=5fc264b20714a1112634fea6bec60da9&pid=1-s2.0-S2773233924000391-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Emotional schemas in relation to educators’ social and emotional competencies to promote student SEL","authors":"Patricia A. Jennings ,&nbsp;Pilar Alamos ,&nbsp;Rebecca N. Baelen ,&nbsp;Lieny Jeon ,&nbsp;Pamela Y. Nicholas-Hoff","doi":"10.1016/j.sel.2024.100064","DOIUrl":"10.1016/j.sel.2024.100064","url":null,"abstract":"<div><p>A rapidly growing body of research is examining the social and emotional competencies (SEC) educators need to effectively fulfill their professional roles (see Lozano-Peña et al., 2021 for a recent review). The prosocial classroom model highlights the importance of educators' SECs as they relate to their capacity to maintain well-being by successfully coping with the challenges of emotion-laden social interactions in the classroom, building positive relationships with students, managing classrooms effectively, and providing proficient social-emotional learning (SEL) instruction (see Figure 1; Jennings &amp; Greenberg, 2009). These elements foster a classroom environment that supports social-emotional growth and optimal student learning outcomes. Since the publication of the Jennings and Greenberg (2009) article, research has been expanding to identify specific SECs and how they relate to educators' well-being and job performance. In this paper, we situate the construct of emotional schemas as one construct related to educators’ SEC and relevant to understanding classrooms as developmental contexts for educators and students.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S277323392400038X/pdfft?md5=fbb692752125fa2e53ba0b2acb78afa2&pid=1-s2.0-S277323392400038X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142130214","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A global community-based approach to supporting social and emotional learning","authors":"Jae H. Paik ,&nbsp;Shinchieh Duh ,&nbsp;Rita Rodriguez ,&nbsp;Won Kyung Sung ,&nbsp;Ji Young Ha ,&nbsp;Lisa Wilken ,&nbsp;Jong Tak Lee","doi":"10.1016/j.sel.2024.100063","DOIUrl":"10.1016/j.sel.2024.100063","url":null,"abstract":"<div><p>The benefits of social and emotional learning (SEL) are well-documented in the literature, leading to increased advocacy in school settings. In fact, it has been suggested that SEL should be integrated into all aspects of the students’ life–in every classroom, after-school activity, summer program, and beyond. Therefore, contemporary SEL programming must be flexible to meet the specific needs of the school community and be accomplished with diverse resources without imposing additional burdens on educators or schools. Furthermore, a global perspective is essential, with joint ventures among international educational communities to share teaching approaches, cultural values, and resources. We argue for the necessity of a global community-based approach to create a flexible SEL delivery model. We present two distinct SEL programs, bringing multiple international institutions together to provide enriching learning experiences for all. Through continuous communication and feedback gathered from community members, each SEL program focuses directly on what matters and what is needed for each school community at the time of the collaboration. Actively involving all relevant groups (e.g., students, educators, parents, school districts, university faculty, undergraduates, and pre-service teachers), we demonstrate how a global community-based approach can be applied to bring SEL into mainstream educational practice across the world.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000378/pdfft?md5=0991fb6c510f0ce92541c69ef15902ea&pid=1-s2.0-S2773233924000378-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168943","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching who you are: Preliminary findings linking teachers’ and students’ social-emotional skills","authors":"Savion Orr ,&nbsp;Shiri Lavy","doi":"10.1016/j.sel.2024.100062","DOIUrl":"10.1016/j.sel.2024.100062","url":null,"abstract":"<div><p>Despite recent emphasis of accomplished scholars on the significant role of teachers' social-emotional skills in imparting these skills to their students, there is limited empirical research on this issue. The present study addressed this gap by examining the associations between teachers’ social-emotional skills (mindfulness, empathy, and prosocial orientation) and their students' social-emotional skills. We surveyed 45 primary classroom teachers (all teachers were women) and their 852 fourth- and fifth-grade students (54 % girls), from 12 public schools in Israel (serving students from SES ranging from the third to the eighth decile). All the study’s participants completed self-report measures of their social-emotional skills. HLM analyses indicated that teachers' mindfulness was associated with students' social-emotional skills (mindfulness, empathic concern, and prosocial orientation), and teachers' empathic concern was associated with students' prosocial orientation. These findings provide initial support for the potential significance of teachers' social-emotional skills, particularly mindfulness and empathy, in scaffolding these skills in their students. Implications for teachers' training and professional development in contemporary education are discussed.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000366/pdfft?md5=162a05d109f9e60fddb9cef9fe11bbc2&pid=1-s2.0-S2773233924000366-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learning through language: The importance of emotion and mental state language for children’s social and emotional learning","authors":"Cassandra Bell ,&nbsp;Laura Bierstedt ,&nbsp;Tianyu (Amber) Hu ,&nbsp;Marissa Ogren ,&nbsp;Lori Beth Reider ,&nbsp;Vanessa LoBue","doi":"10.1016/j.sel.2024.100061","DOIUrl":"10.1016/j.sel.2024.100061","url":null,"abstract":"<div><p>Social and emotional learning is crucial for healthy development. Prior work has demonstrated that linguistic input (including emotion and mental state language) is beneficial for early social and emotional learning. In this Perspectives article, we build on existing research and consider the diverse ways in which emotion and mental state language can influence social and emotional learning. Namely, we discuss the importance of considering the <em>content</em> of language, the <em>context</em> in which language occurs, and the broader <em>sociocultural factors</em> of children’s early environments. By taking a more nuanced approach to understanding the influence of emotion and mental state language in social and emotional learning, this article aims to more comprehensively characterize how we can support social and emotional learning through everyday conversations with children. Ultimately, this will allow for advancements in research, practice, and policy to better help parents and educators guide social and emotional development through the linguistic input that they provide to children.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000354/pdfft?md5=a18edee58de6fd0adf838d9deec12f6b&pid=1-s2.0-S2773233924000354-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141997251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Oregon’s journey creating social and emotional learning standards for educator preparation programs","authors":"Deirdre Hon ,&nbsp;Kristin Rush ,&nbsp;Lina Darwich ,&nbsp;Julie Sauve ,&nbsp;Lauren Vega O'Neil","doi":"10.1016/j.sel.2024.100054","DOIUrl":"10.1016/j.sel.2024.100054","url":null,"abstract":"<div><p>This paper summarizes Oregon’s creation and implementation of Standards in Social and Emotional Learning (SEL) for Educator Preparation programs (EPPs) in response to the House Bill 2166 passed in 2021. Initial steps included gaining an understanding of current practices and new teachers’ perspectives on preparation they received in SEL. The <em>Educator Preparation SEL Survey</em> revealed that EPP courses largely emphasized the Learning Context and Student SEL, but not Teacher SEL in their programming. Findings from the <em>New Teacher SEL Survey</em> indicated that while many new teachers felt prepared to create inclusive and positive learning environments, half felt unprepared to deliver SEL-based instruction and did not feel equipped by their programs with personal SEL skills to manage the stressors of teaching. Results from these surveys highlight the need to integrate SEL into educator preparation to develop educators who can create supportive and inclusive learning environments. An interdisciplinary workgroup utilized findings from these surveys to develop SEL standards for EPPs. The workgroup adopted the Anchor Competency Framework by Markowitz and Bouffard (2020) and aligned it with CASEL’s five SEL competencies to create comprehensive standards for EPPs. These standards were reviewed and adopted in Spring 2023 and implementation strategies are underway in Oregon. The Oregon experience highlights the necessity of systemic approaches to embedding SEL in teacher education to enhance the well-being and effectiveness of future teachers. Oregon’s process detailed here serves as an example and inspiration for states aiming to infuse SEL into their teacher preparation programs.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000287/pdfft?md5=650f58bc63b306897862534dd2c6c7e5&pid=1-s2.0-S2773233924000287-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142239852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children","authors":"Luigina Mortari,&nbsp;Federica Valbusa,&nbsp;Rosi Bombieri","doi":"10.1016/j.sel.2024.100060","DOIUrl":"10.1016/j.sel.2024.100060","url":null,"abstract":"<div><p>This article presents “The <em>Nous</em> Project,” a SEL program designed to promote and analyze the capacity for emotional self-understanding among children attending elementary schools in Italy. The project rests on the conceptual framework that authentic educational research should be not only explorative of a phenomenon but also transformative of a context and, to achieve this, it should introduce into schools new meaningful experiences and investigate them. The children involved in the project were invited to narrate the emotions they felt during the day in a “diary of emotional life” and analyze them with the help of the metaphor “vegetable garden of emotions.” These reflective exercises were qualitatively analyzed in order to understand what ways of emotional self-understanding emerge from the realized educative experience. At the end of the program, children were asked to write what they thought they had learned, and findings from the qualitative analysis of their answers highlight their perceptions about the effectiveness of the educative experience in which they were involved.</p></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S2773233924000342/pdfft?md5=9fa9622c70744e96797f38d36feab681&pid=1-s2.0-S2773233924000342-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141979217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}