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

{"title":"Effects of the Tools for Getting Along Curriculum on teachers’ reports of elementary students’ executive functions, social-emotional skills, and behavior problems","authors":"Elisa B. Garcia ,&nbsp;Michelle W. Woodbridge ,&nbsp;W. Carl Sumi ,&nbsp;S. Patrick Thornton ,&nbsp;Jennifer Nakamura ,&nbsp;Xin Wei ,&nbsp;Stephen W. Smith ,&nbsp;Ann P. Daunic","doi":"10.1016/j.sel.2024.100070","DOIUrl":"10.1016/j.sel.2024.100070","url":null,"abstract":"<div><div>In this study, we examined the effectiveness of Tools for Getting Along (TFGA) on teachers’ reports of executive functioning (EF), social-emotional, and behavioral skills of upper elementary school students. TFGA is a classroom-level prevention curriculum that teaches students a sequence of empirically based problem-solving steps to apply in emotionally charged situations. We randomly assigned 52 elementary schools in California, Oklahoma, and Kentucky to the treatment (<em>n</em> = 26) or comparison (<em>n</em> = 26) condition, with study participants including 135 grade 4 teachers and their 1713 students. Multilevel analyses revealed that relative to those in the comparison group, students who participated in TFGA had significantly better social skills (effect size = 0.12) and higher levels of behaviors associated with EFs (effect size = 0.11), as reported by their teachers. Further, students whose teachers reported as having higher internalizing and externalizing behaviors, lower competence, and weaker behaviors associated with EFs at baseline experienced greater improvements in these skills after participating in TFGA than their counterparts with relatively stronger skills in the comparison group. We discuss educational implications of this study to promote and scale evidence-based, social-emotional practices in elementary school classrooms.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100070"},"PeriodicalIF":0.0,"publicationDate":"2024-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142703695","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":"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":"4 ","pages":"Article 100069"},"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":"4 ","pages":"Article 100067"},"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":"Promoting emotion understanding in middle childhood: A systematic review of school-based SEL programs","authors":"Aneyn M. O’Grady ,&nbsp;Sonali Nag","doi":"10.1016/j.sel.2024.100068","DOIUrl":"10.1016/j.sel.2024.100068","url":null,"abstract":"<div><div>Emotion understanding (EU) describes the ability to identify, interpret, and communicate about emotions, and is often targeted by social-emotional learning (SEL) programs. Still, the theoretical framing of SEL programs and their impact on specific areas of social-emotional development, such as EU, for different age bands is not always transparent. This systematic review synthesized emotion-focused content in SEL programs used in quantitative outcome studies in middle childhood to identify which EU components are targeted and examine content congruence with an integrated EU development model drawing on the Pons EU developmental model and the Crick and Dodge social-information processing (SIP) model that posits emotion identification as fundamental to social decision-making in childhood. A total of 38 programs for Grades 3 to 5 across 54 studies in 20 countries were reviewed. Program aims, lesson topics, and activities were extracted and mapped to a 10-component EU framework integrating the nine Pons model components (‘recognition, external cause, reminder, desire, belief, hiding, regulation, mixed, morality’) with one based on the SIP model (‘decision/action’). At least 87 % of emotion-focused SEL content targeted EU components of recognition, regulation, and social decision-making. Findings indicate a good level of congruence between emotion-focused SEL program content and prevailing EU development models. Many programs emphasized the external causes of emotions, underscoring the importance of scenarios to explain emotions—discussed further in light of cross-cultural variation in emotion socialization. We encourage SEL intervention research to be more transparent in reporting SEL program content and activities to move toward causal explanations of program impact.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"4 ","pages":"Article 100068"},"PeriodicalIF":0.0,"publicationDate":"2024-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142652801","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":"4 ","pages":"Article 100066"},"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":"4 ","pages":"Article 100065"},"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":"4 ","pages":"Article 100064"},"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":"4 ","pages":"Article 100063"},"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":"4 ","pages":"Article 100062"},"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":"4 ","pages":"Article 100061"},"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}