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

{"title":"The prosocial school leader: Theory, research, and action","authors":"Julia Mahfouz ,&nbsp;Mark T. Greenberg ,&nbsp;Roger P. Weissberg ,&nbsp;Chi Kim ,&nbsp;Christa Turksma","doi":"10.1016/j.sel.2025.100102","DOIUrl":"10.1016/j.sel.2025.100102","url":null,"abstract":"<div><h3>Purpose</h3><div>The purpose of this article is to propose a model of the prosocial school leader that shows how the principals’ social emotional competencies (SECs), wellbeing, and leadership form the foundation that influences the overall school climate, teacher functioning and wellbeing, family and community partnerships, and downstream student outcomes.</div></div><div><h3>Proposed conceptual argument or model</h3><div>The authors hypothesize that effective leadership practices, healthy relationships, effective SEL program implementation, and effective family and community partnerships all mediate school climate, teacher performance, and student outcomes.</div></div><div><h3>Implications</h3><div>Finally, the authors discuss how to support principals to develop the SECs necessary to lead and implement SEL initiatives in their buildings.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100102"},"PeriodicalIF":0.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792392","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":"Development of the student emotion regulation assessment (SERA) for children and adolescents in grades 1–12","authors":"Zi Jia Ng,&nbsp;Cynthia J. Willner,&nbsp;Jessica D. Hoffmann,&nbsp;Craig S. Bailey,&nbsp;Victoria Mack,&nbsp;Marc A. Brackett,&nbsp;Christina Cipriano","doi":"10.1016/j.sel.2025.100104","DOIUrl":"10.1016/j.sel.2025.100104","url":null,"abstract":"<div><div>Although an increasing number of schools are prioritizing Social and Emotional Learning (SEL) across grade levels, interest in SEL programming is outpacing the development of valid SEL assessments. Through a series of studies, the voices of 8083 students and 114 educators were engaged in the development of the Student Emotion Regulation Assessment (SERA). We report the results of four studies that examine the internal consistency and factor structure of the SERA, which seeks to measure students’ use of eight emotion regulation strategies (avoidance/escape, acceptance, distraction, emotional support-seeking, problem-solving, reappraisal, rumination/repetitive thinking, and somatic relaxation) to manage anger, anxiety, boredom, and sadness across commonly occurring and school-related academic and social situations. Results also begin to establish the ecological validity and perceived utility of the tool by students and educators, including the reports which provide students’ patterns of emotion regulation strategy use. Implications for the development of SEL assessments and their application are discussed.</div></div><div><h3>Impact statement</h3><div>Bridging the gap between assessment development and use, this paper describes the iterative development of the Student Emotion Regulation Assessment to create a tool that is scientifically rigorous, relevant, and practical for schools. It is a digital vignette-based assessment that measures students’ use of eight different strategies (acceptance, avoidance/escape, distraction, emotional support-seeking, problem solving, reappraisal/reframing, rumination/repetitive thinking, somatic relaxation) to manage anger, anxiety, boredom, and sadness across commonly occurring academic and social situations in or related to school. It provides individual data reports for students in grades 6–12 and aggregated data reports for schools working with grades 1–12.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100104"},"PeriodicalIF":0.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682314","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":"Happiness in education from the lens of children: Photovoice of students in government run schools in India","authors":"Mansi Nanda ,&nbsp;Jwalin Patel ,&nbsp;Seema Nath ,&nbsp;Sreehari Ravindranath","doi":"10.1016/j.sel.2025.100103","DOIUrl":"10.1016/j.sel.2025.100103","url":null,"abstract":"<div><div>There is a growing emphasis on integrating various aspects of learning to live together, social and emotional learning, emotional intelligence, global citizenship education, education for sustainable development, peace education, and human rights education into education, particularly in the Global South. Existing frameworks underscore the need for holistic development, yet very few studies focus on capturing children's perspectives on happiness in educational settings. This study explores children's perceptions of happiness within the educational context of government-run schools in India, using a qualitative approach. Employing photovoice method, the study engaged 54 students from six schools, capturing their insights through photographs and discussions. The findings highlight three central themes: connectedness to self, others, and the society. Children expressed happiness through self-awareness activities, supportive relationships with peers, teachers, and parents, and a sense of social responsibility, particularly in environmental stewardship and inclusivity. These insights emphasise the importance of social and emotional learning and the integration of happiness curricula, particularly in the Global South, where educational frameworks are increasingly acknowledging holistic development. The study underscores the need for educational practices that foster reflection, empathy, and community engagement, aligning with broader global educational trends. The research contributes valuable perspectives to the discourse on happiness in education, particularly in under-resourced settings, advocating for policies that prioritise well-being alongside academic achievement.</div></div><div><h3>Impact statement</h3><div>This research offers groundbreaking insights into children's happiness in education, emphasising the need for holistic development in under-resourced contexts. Through the innovative use of photovoice, 54 children from Indian government schools revealed that happiness stems from self-awareness, strong relationships, and a sense of social responsibility. These findings challenge conventional education systems that focus solely on academic achievement, urging policymakers and educators to prioritise emotional well-being, relationship building and community engagement. In regions like the Global South, where education reform is critical, this study makes a compelling case for integrating social and emotional learning into curricula to foster resilient, empathetic global citizens.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100103"},"PeriodicalIF":0.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705910","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":"Testing the Social-Emotional and Character Development (SECD) approach with student mental health and academic outcomes","authors":"May Yuan ,&nbsp;Marisa MacDonnell ,&nbsp;Polina Poliakova ,&nbsp;Danielle R. Hatchimonji ,&nbsp;Arielle C.V. Linsky ,&nbsp;Edward A. Selby ,&nbsp;Maurice J. Elias","doi":"10.1016/j.sel.2025.100105","DOIUrl":"10.1016/j.sel.2025.100105","url":null,"abstract":"<div><div>The present study examined the relationships between character virtues, social-emotional learning (SEL) skills, purpose, student mental health reports, and academic grades within the framework of a social-emotional learning and character development (SECD) approach. Path analyses were conducted using data collected from a SECD intervention in an urban mid-Atlantic school district. Participants consisted of 389 students from three participating middle schools. Analysis of cross-sectional data extracted from a single time point within the broader longitudinal study revealed significant relationships between character virtues and mental well-being, as well as between social-emotional learning (SEL) competencies and academic performance. A path analysis model demonstrated satisfactory fit, with character virtues and SEL skills as predictors, purpose as a \"superordinate\" virtue, and mental health and academic grades as outcome variables. These findings illuminate the potential pathways through which SECD components relate to academic grades and mental health, highlighting the importance of positive purpose within the SECD approach. Implications for further research and program development are discussed.</div><div><strong>Impact Statement</strong></div><div>Our study fills a critical research gap by examining the impact of integrating social-emotional learning and character development (SECD) pedagogy on two key student outcomes: academic grades and mental health. Using data from a district-wide SECD curriculum implemented in multiple schools, we investigate the relationship between social-emotional skills, character virtues, and positive purpose, offering valuable empirical evidence to support this pedagogical approach. This research not only sheds light on the SECD-student outcomes link but also provides recommendations for future evidence-based SECD programs and policies, informing further research and advancing the field.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100105"},"PeriodicalIF":0.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760071","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 effects of summer learning on social-emotional and behavioral outcomes: A meta-analysis","authors":"Kathleen Lynch ,&nbsp;Lindsay Lanteri ,&nbsp;Lily An ,&nbsp;Zid Mancenido ,&nbsp;Jennifer Richardson","doi":"10.1016/j.sel.2025.100101","DOIUrl":"10.1016/j.sel.2025.100101","url":null,"abstract":"<div><div>Recent meta-analyses have documented positive impacts of summer learning programs on literacy and mathematics skills; however, summer learning programs’ effects on SEL outcomes are not well understood. This study comprises a meta-analysis of 36 empirical studies of the effects of summer learning programs for grades PK–12 students. The findings indicated a pooled mean effect size of 0.13 standard deviations on overall SEL outcomes. Positive mean impacts were seen in each of the subdomains examined, including academic mindsets, effort, and attitudes; academic behaviors; and social skills and behavioral adjustment. We also examine potential moderators that may explain variation in these impacts. The findings show that summer learning programs can potentially improve both academic and SEL competencies. We discuss recommendations for future research and implications for practice.</div></div><div><h3>Impact statement</h3><div>Approximately three-quarters of U.S. public schools have administered summer programs in recent years. However, summer learning programs’ effects on SEL outcomes are not well understood. We present a comprehensive meta-analysis of the effects of summer learning programs on PK–12 students’ SEL outcomes.</div><div>The meta-analysis indicates that summer learning programs can have significant positive effects on students’ SEL outcomes, suggesting that summer programs have the potential to improve both academic and SEL competencies.</div><div>Researchers and policymakers can use these findings to inform decision-making regarding summer learning programs’ design and implementation, as well as future research that can further strengthen the evidence base.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100101"},"PeriodicalIF":0.0,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654509","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":"Supporting preschool teachers’ social-emotional competencies and “lenses” for challenging behavior in Virginia’s early childhood mental health consultation program","authors":"Ann M. Partee,&nbsp;Ann S. Lhospital,&nbsp;Sarah A. Hammond,&nbsp;Amanda P. Williford,&nbsp;Jason T. Downer","doi":"10.1016/j.sel.2025.100096","DOIUrl":"10.1016/j.sel.2025.100096","url":null,"abstract":"<div><div>This paper introduces the <em>Lenses for Children and Families</em> tool, a practitioner-friendly framework to understand and promote teacher attributions for challenging behavior—or how teachers perceive behaviors. We first argue that teacher attributions for challenging behavior are an important social-emotional competency, and that to shift attributions, teachers draw on other social-emotional competencies including self-awareness, emotion regulation, and perspective taking. Then, we describe how the Lenses tool was used to help early childhood teachers notice and shift their attributions for children’s challenging behaviors as part of the Virginia Early Childhood Mental Health Consultation pilot program. We illustrate examples of teachers and consultants using the Lenses tool through short vignettes drawn from actual cases. We conclude by providing considerations for practitioners interested in addressing teachers’ attributions for challenging behavior as part of their work to support teachers’ social-emotional competencies.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100096"},"PeriodicalIF":0.0,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682315","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":"Social and emotional learning enhancing teacher well-being and professional development in Taiwan: A preliminary study of the BEST ME program","authors":"Marissa Yi-Hsuan Wu ,&nbsp;Hsueh-Chih Chen ,&nbsp;Peiying Chen","doi":"10.1016/j.sel.2025.100098","DOIUrl":"10.1016/j.sel.2025.100098","url":null,"abstract":"<div><div>Teacher well-being is integral to effective education, yet many teachers face persistent stress and burnout. This paper presents a preliminary evaluation of the BEST ME professional development program, a Social and Emotional Learning (SEL) initiative aimed at improving teacher well-being and professional competencies in Taiwan. The study comprises two phases, engaging a total of 130 teachers. In Study 1, a quasi-experimental design investigates the program’s impact on general well-being, including both positive (subjective well-being: psychological, social, and emotional well-being) and negative (depression, anxiety, and stress) emotional states; emotional labor strategies (surface acting, genuine expression, and deep acting); and personal resources such as self-compassion and teaching self-efficacy. Delivered through a hybrid model combining in-person sessions with simultaneous online live streaming, the program demonstrates significant improvements in psychological, social, and emotional well-being, reductions in stress and anxiety, and increases in self-compassion and genuine emotional expression. In-person participants report stronger social connections and decreased depression compared to online participants. Study 2 examines the program's scalability through a train-the-trainer model involving 22 participants. The model successfully enhances SEL buy-in, deepens understanding of the program, and equips teachers with facilitation skills for sustainable implementation, enabling wider adoption of the program across diverse educational settings. This preliminary study highlights the potential of the BEST ME program to address critical aspects of teacher well-being and its promise for systemic professional development initiatives.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100098"},"PeriodicalIF":0.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654510","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":"Teacher educators’ reflections on supporting pre-service and early career educators’ social-emotional learning","authors":"Alison Hooper,&nbsp;Kristin Johnson","doi":"10.1016/j.sel.2025.100100","DOIUrl":"10.1016/j.sel.2025.100100","url":null,"abstract":"<div><div>Social-emotional learning (SEL) is crucial for students’ success, and students can best develop SEL competencies when their teachers explicitly and implicitly teach and model these competencies. However, teachers typically receive relatively little training and support in building their own SEL competencies. This limited training, paired with the stress and emotional labor of teaching, can lead teachers’ own SEL and accompanying well-being to suffer. Here, we share our reflections on supporting pre-service and in-service teachers’ social-emotional learning (SEL). We are two teacher educators who strongly value building SEL competencies, especially among novice teachers, but sometimes struggle with how to do so. We share some of our efforts, initiatives, successes, and setbacks in hopes they may help advance the conversation about SEL in teacher education programs.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100100"},"PeriodicalIF":0.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577579","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":"Collegial relationships as a vehicle for adult SEL: Educator relationships and the development of adult social and emotional competencies","authors":"Lex Nappa,&nbsp;Ta-yang Hsieh","doi":"10.1016/j.sel.2025.100099","DOIUrl":"10.1016/j.sel.2025.100099","url":null,"abstract":"<div><div>Inclusion of adult social and emotional learning (SEL) in research, practice, and policy signals a paradigm shift towards a more equitable and ecological approach to schoolwide social and emotional well-being. Educators who demonstrate strong social and emotional competencies (SECs) can co-create safe, supportive, and encouraging relationships not only for their students, but also for their colleagues as well as the whole school community. In this paper, we explore how educator relationships can facilitate the development of adult SECs amidst complex inequities and professional challenges inherent in school systems. We analyzed focus groups and interviews with educators nationwide (<em>n</em> = 61) using the CASEL model of SEL as a framework. We wanted to understand the role of educator relationships in adult SEC development, and how adult SECs may reciprocally reinforce educator relationships. Educators provided insights across several dimensions of SEL, demonstrating the interdependence of relationships and adult social and emotional well-being. Practical strategies and approaches for educator relationship building, organized by adult SEC categories, are also presented as a tool for practitioners. This study’s findings highlight the significance of cultivating positive educator relationships as part of Transformative SEL initiatives to ensure that all educators have what they need to promote social and emotional well-being for themselves, their students, and their school communities.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100099"},"PeriodicalIF":0.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143716328","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":"Social-emotional learning in infant and toddler storytimes: Family-focused approaches and strategies","authors":"Jacqueline Kociubuk ,&nbsp;Kathleen Campana ,&nbsp;J. Elizabeth Mills ,&nbsp;Kimberly Garrison","doi":"10.1016/j.sel.2025.100094","DOIUrl":"10.1016/j.sel.2025.100094","url":null,"abstract":"<div><div>The first few years of a child’s life are a crucial time for developing initial social and emotional skills, with the parent/caregiver playing an important role in this development. However, many new parents/caregivers may not fully understand how to encourage positive social-emotional learning for their infants and toddlers. Given their recognition as an important out-of-school learning environment and their strong early childhood and family engagement services, public libraries could be an important environment for supporting SEL for children and their caregivers during the early years of a child’s life. This descriptive study used observations, interviews, and a survey to explore how public library storytimes are encouraging and supporting SEL for infants, toddlers, and their caregivers. The findings reveal that storytimes are supporting a variety of SEL skills and concepts but areas of growth exist in the SEL supports that are provided in storytimes. Some of these areas may be due to gaps in the library educators’ knowledge and self-efficacy related to supporting SEL for infants, toddlers, and their parents/caregivers. These findings point to a need for more resources and further professional development around supporting SEL for infants and toddlers as well as engaging and empowering their caregivers.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100094"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577581","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}