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

{"title":"The use of a matched controls design and publicly available outcome data to evaluate a multiyear urban school-based SEL intervention","authors":"Angela W. Wang ,&nbsp;Simon Daniel ,&nbsp;Maurice J. Elias","doi":"10.1016/j.sel.2025.100111","DOIUrl":"10.1016/j.sel.2025.100111","url":null,"abstract":"<div><div>This study evaluated the effects of the <em>Mastering Our Skills and Inspiring Character</em> (MOSAIC) intervention on school-wide student outcomes for urban middle school students. Specifically, it investigated the extent to which schools implementing the MOSAIC intervention (<em>n</em> = 6) show greater progress on key state-collected academic (e.g., English Language Arts, Mathematics) and behavioral (e.g., absenteeism, behavior referrals) outcome variables, compared to matched schools not hosting MOSAIC (<em>n</em> = 30). Data were collected from publicly available school performance reports across multiple time points, including baseline, early implementation, and full implementation. These indicators were assessed annually, with academic assessments administered in the spring and behavioral metrics aggregated for the full academic year. This study utilizes the overlapping matched control group design, an innovative evaluation approach that involves fewer schools than most randomized control trials and relies on measurements routinely collected by schools, so as to provide feasible adoption of this approach by local schools and districts. Additionally, this study adds to the emerging literature on the impact of longitudinal SEL-related interventions on behavioral and academic trajectories in the middle grades with predominantly urban, minoritized youth, to inform educational policy. Our findings indicate mixed results across academic and behavioral indicators, such as significant improvement in Math scores but smaller effects for behavioral metrics, such as substance use. The results highlight the challenges and potential value of the matched control approach and the importance of monitoring multiple domains to fully understand intervention impacts.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100111"},"PeriodicalIF":0.0,"publicationDate":"2025-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143883251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social and emotional learning and physical health outcomes across the lifespan: Little progress & big potential","authors":"Mark T. Greenberg","doi":"10.1016/j.sel.2025.100108","DOIUrl":"10.1016/j.sel.2025.100108","url":null,"abstract":"<div><div>This conceptual review addresses the question: Can the development of social and emotional competencies contribute to positive long-term health outcomes? Both current research and theory suggests a logical basis on which to hypothesize that building social and emotional competencies could positively influence short and long term physical and behavioral health outcomes. The paper reviews a variety of types of evidence including longitudinal studies that connect childhood competencies and adult health and morbidity, concurrent correlations between social competencies and health in childhood, and short and longer-term outcomes of social and emotional intervention trials. The review concludes that there is a sufficient warrant for this idea, but that very few social and emotional intervention studies have examined health outcomes. The paper conclude withs with recommendations for how to grow the evidence base and its implication for research and policy.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100108"},"PeriodicalIF":0.0,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143886772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Honoring Roger Weissberg’s legacy by centering relationships, collaboration, and the wellbeing of all children through SEL","authors":"Maurice J. Elias ,&nbsp;Danielle R. Hatchimonji","doi":"10.1016/j.sel.2025.100109","DOIUrl":"10.1016/j.sel.2025.100109","url":null,"abstract":"<div><div>We describe how the field of social and emotional learning (SEL) can best honor Roger Weissberg’s legacy from the perspective of an early collaborator, Maurice J. Elias, and an early career scholar who felt his influence indirectly, Danielle R. Hatchimonji. Three themes permeated Roger’s early and most influential work and continue to shape his influence today: primacy of relationships, importance of collaboration, and shared commitment to the wellbeing of children. To uphold Roger’s influence and honor his legacy, the field of SEL must make these three themes central to research, practice, and policy of social and emotional learning.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100109"},"PeriodicalIF":0.0,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing for agency and voice: A review of creative and experiential out-of-school programs","authors":"Erica D’Souza ,&nbsp;Amabel Hunting ,&nbsp;Ricardo Sosa ,&nbsp;Cheryl Ware ,&nbsp;Loïc Le Dé ,&nbsp;Andrew Gibbons","doi":"10.1016/j.sel.2025.100110","DOIUrl":"10.1016/j.sel.2025.100110","url":null,"abstract":"<div><div>Traditionally, Out-of-School Time (OST) programs sought to provide childminding facilities and supplementary academic support to youth. However, they have evolved to deliver programs that support positive youth development with hands-on inquiry to not only support children and adolescents through key developmental stages but to also navigate socio-political challenges. This scoping review investigates creative and experiential OST programs, their design practices and subsequent outcomes. Results from 40 articles highlight the varied, strengths-based practices which centre around increasing participant involvement in decision-making by emphasising flexibility and choice, while staff work collaboratively alongside them. However, for most, rigorous evaluation was lacking and most studies failed to substantiate their claims of fulfilling the development of voice and agentic identity in youth. Future evaluations must ensure they provide evidence of correlating program design with observed outcomes.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100110"},"PeriodicalIF":0.0,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143873645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Psychosocial Swiss Cheese: A model for supporting student mental health and wellbeing in higher education","authors":"Danielle M. Feeney,&nbsp;Andrew M. Holbrook,&nbsp;Ashley Bonfield","doi":"10.1016/j.sel.2025.100106","DOIUrl":"10.1016/j.sel.2025.100106","url":null,"abstract":"<div><div>Students experience higher levels of stress, anxiety, and feelings of isolation during their transition into higher education, which are exacerbated for students with minoritized and marginalized identities. These challenges are not limited to those surrounding their academic progress but also include several factors that impact their social and emotional wellbeing. Therefore, higher education instructors play a key role in implementing Social and Emotional Learning (SEL) to support students’ psychosocial health and create affirming, identity-honoring environments where all students’ needs are met. Using an adapted version of Reason’s Swiss Cheese Model (2000), we present a framework for providing layered social and emotional support to address CASEL’s core competencies within the higher education landscape. The article describes the importance of each layer, along with examples of strategies we’ve found to be successful. We aim to emphasize the importance of each layer as a component of a larger application system for the SEL Framework and contribute valuable insights that can reshape how postsecondary instructors approach overall student wellbeing in inclusive ways.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100106"},"PeriodicalIF":0.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143838687","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"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}