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

{"title":"Erratum to “Supporting SEL in childcare centers with curriculum enrichment and an adapted professional development model” [Soc. Emot. Learn. Res. Pract. Policy, 3 (2024) 100036]","authors":"Janet A. Welsh , Karen L. Bierman , Linda N. Jacobson , Claudia C. Mincemoyer , Julia M. Gest , Damon E. Jones , Leah Hunter Matt , Benjamin L. Bayly","doi":"10.1016/j.sel.2025.100145","DOIUrl":"10.1016/j.sel.2025.100145","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100145"},"PeriodicalIF":0.0,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219425","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":"Erratum regarding missing Declaration of Competing Interest statements in previously published articles","authors":"","doi":"10.1016/j.sel.2025.100142","DOIUrl":"10.1016/j.sel.2025.100142","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100142"},"PeriodicalIF":0.0,"publicationDate":"2025-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219424","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":"Erratum to “Feel your best self: Insights from elementary teachers’ use in teaching emotion-focused coping strategies” [Social and Emotional Learning: Research, Practice, and Policy Vol. 3 (June) (2024) 100037]","authors":"Jessica B. Koslouski, Emily A. Iovino, Sandra M. Chafouleas","doi":"10.1016/j.sel.2025.100144","DOIUrl":"10.1016/j.sel.2025.100144","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100144"},"PeriodicalIF":0.0,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219426","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":"Articulating Israel’s first developmentally appropriate SEL standards from birth to age 18 years via collaborative action research","authors":"Daphne Kopelman-Rubin ,&nbsp;Netta Sagie ,&nbsp;Heidi J. Gleit ,&nbsp;Iris Heskia-Barad ,&nbsp;Mark T. Greenberg","doi":"10.1016/j.sel.2025.100143","DOIUrl":"10.1016/j.sel.2025.100143","url":null,"abstract":"<div><div>This study presents the first attempt in Israel to articulate developmentally appropriate social-emotional learning (SEL) standards through a collaborative process in a major local authority home to a diverse population. Between September 2020 and August 2023, the initiative employed collaborative action research methodology, engaging researchers, local leaders, and educators. The first two years focused on co-developing SEL standards, while the third year centered on synthesizing insight and preparing for follow-up research in additional communities. The present article focuses on the first two years (i.e., September 2020 to August 2022), during which the process integrated CASEL’s SEL framework and the Delphi method to generate broad stakeholder consensus. The resulting framework includes 13 SEL competencies, organized into three core domains: intrapersonal, interpersonal, and responsible decision-making. Each competency is accompanied by a continuum of 2–6 developmental benchmarks (goals) for a series of age groups from birth to age 18. Findings highlight the value of interdisciplinary collaboration and local adaptation. While the standards are grounded in one culturally diverse local authority, further culturally responsive development is required to tailor the standards to various groups in Israel, including Arab society. The study emphasizes the importance of participatory approaches and the need for future research on implementation, assessment, and the inclusion of voices such as students and parents. The proposed framework offers a foundational model for advancing SEL in diverse educational systems worldwide.</div></div><div><h3>Impact statement</h3><div>This article presents the rationale and multi-stage process of formulating developmentally appropriate SEL standards through broad stakeholder consensus in a diverse Israeli local authority. It shares examples from the resulting standards and the inclusive methodology used to create them. As one of the first documented efforts outside the US to develop contextually grounded SEL standards, the article provides a potential model for policymakers and practitioners in other local authorities, both in Israel and internationally, seeking to implement effective, data-informed SEL frameworks.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100143"},"PeriodicalIF":0.0,"publicationDate":"2025-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219423","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 politicization of and misinformation about social-emotional learning","authors":"Luis Javier Pentón Herrera","doi":"10.1016/j.sel.2025.100141","DOIUrl":"10.1016/j.sel.2025.100141","url":null,"abstract":"<div><div>This article examines how social-emotional learning (SEL) has been misrepresented and politicized in recent educational and political discourse. Drawing on the author’s lived experience in Cuba, where censorship and ideological control were (and continue to be) central to education, the article traces parallels to current debates in the United States and other global contexts. Critics have accused SEL of promoting ideological agendas, often using a strategy known as “accusation in a mirror,” which deflects attention by attributing to SEL the very forms of indoctrination they themselves are enacting. The article clarifies what SEL is and is not, highlighting its global roots in holistic and relational education. It also explores how SEL has long been practiced in Indigenous, community-based, and culturally grounded traditions. Rather than a political tool, SEL is presented as an essential part of human development and education. The article offers practical steps for educators, researchers, and policymakers to reclaim the narrative around SEL and affirms its role in fostering emotional literacy, community well-being, and the competencies needed for ethical participation in democratic societies.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100141"},"PeriodicalIF":0.0,"publicationDate":"2025-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104522","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 role of students’ reporting of emotional experiences in mathematics achievement: Results from an e-learning platform","authors":"Jae H. Paik ,&nbsp;Igor Himelfarb ,&nbsp;Seung Hee Yoo ,&nbsp;Jong Tak Lee ,&nbsp;Hoyong Ha","doi":"10.1016/j.sel.2025.100140","DOIUrl":"10.1016/j.sel.2025.100140","url":null,"abstract":"<div><div>The present study investigated the relationship between South Korean elementary students’ reporting of their emotions and their mathematics performance within a digital learning environment. Data from 1075 randomly selected South Korean elementary students were extracted from a provincial Learning Management System. Students voluntarily reported their daily emotional states as part of social and emotional learning activities. Mathematics performance was assessed using integrated math assessments that are regularly administered through the online platform. Three distinct subclasses of emotion reporting patterns emerged: students reporting both positive and negative emotions, students reporting only the positive emotions, and students who opted not to report any emotions. Significant differences in students’ mathematics performance were found among these emotion reporting subclasses, with students reporting both positive and negative emotions performing the best, followed by those reporting only positive emotions, and students opting to not report their emotions performing the worst. The frequency of student engagement in this emotion reporting activity and reporting Happy emerged as the key predictors for higher mathematics performance, while other predictors, such as reporting negative emotions (Sad and Angry), were identified as moderate predictors. This study provides empirical evidence that reporting both positive and negative emotional states is related to higher mathematics achievement among South Korean elementary school students. These findings suggest that it would be helpful for students to integrate emotion focused activities into South Korean school settings for a more holistic approach to education.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100140"},"PeriodicalIF":0.0,"publicationDate":"2025-09-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145104521","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":"Pre-service teachers’ perceptions of state legislation related to SEL, gender and sexuality, race and racism, and firearms at school: A source of stress and concern about student well-being","authors":"Summer S. Braun ,&nbsp;Alison L. Hooper","doi":"10.1016/j.sel.2025.100139","DOIUrl":"10.1016/j.sel.2025.100139","url":null,"abstract":"<div><div>Despite the rise of education-related legislation, research on teachers’ perceptions of this legislation is notably absent. Of focus in this study were four timely legislative topics which have recently received much attention: legislation restricting the teaching of social and emotional learning (SEL), gender and sexuality, race and racism, and allowing educators carrying firearms at school. In reference to these legislative topics, this study assessed pre-service teachers’ support of the legislation, extent to which the legislation was impacting their occupational health, and perceptions of the consequences of the legislation on their students’ well-being. Results from a sample of 92 pre-service teachers indicated varying support for this legislation, but also that the legislation was a source of stress, and that students would be negatively impacted by these policies. Teachers’ support for the legislation and perceptions of impacts on students were correlated with teachers’ political affiliation. Across legislative topics, however, teachers were most united in their support for SEL. Implications for policy and practice are discussed.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100139"},"PeriodicalIF":0.0,"publicationDate":"2025-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145060637","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":"Building on a legacy of children’s mental health: A systematic review of early childhood social-emotional learning and expulsion prevention professional development","authors":"Katherine M. Zinsser,&nbsp;Allegra Hinojosa-Cabrera,&nbsp;Joanna Paul,&nbsp;John C. Borrero,&nbsp;Maya Chan Morales,&nbsp;Elyse R. Shenberger","doi":"10.1016/j.sel.2025.100138","DOIUrl":"10.1016/j.sel.2025.100138","url":null,"abstract":"<div><div>Early childhood education (ECE) providers play a key role in supporting children's early social-emotional learning (SEL). At the same time, providers report feeling ill-prepared to adequately meet children’s emotional and behavioral needs, and thousands of children under the age of five are suspended or expelled each year for behavior that providers find challenging. Thanks in large part to the advocacy of trailblazers, such as Dr. Roger P. Weissberg, Illinois has long been at the vanguard of SEL-related policy, and in 2018, the state passed the nation’s most comprehensive ban on ECE expulsion. Unfortunately, children continue to be excluded from ECE programs. As part of an ongoing evaluation of the implementation of this ban, this study examines whether providers have access to the types of training stipulated in the legislation that would enable them to engage in high-quality social-emotional teaching and reduce their reliance on exclusionary discipline practices. We systematically screened and coded trainings offered by five state agencies (<em>n</em> = 2991) to describe their topical relevance, difficulty, duration, and language. Trainings were rated based on their relevance to exclusionary discipline practices. We found that trainings tended to be short, introductory in nature, and did not match the linguistic diversity of providers across the state. Few trainings explicitly aimed to build skills or strategies that would likely change teachers’ exclusionary discipline practices. When trainings emphasized specific practices supported by the expulsion prevention literature, they were often aligned with specific SEL programs. We discuss these findings and recommendations, considering the state’s long history of advancing young children's and educators' mental health and SEL.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100138"},"PeriodicalIF":0.0,"publicationDate":"2025-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144864290","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":"Exploring gender differences in multidimensional social-emotional competence from developmental and cross-cultural perspectives","authors":"Juyeon Lee ,&nbsp;Chenxiao Wang ,&nbsp;Ingrid D. Lui","doi":"10.1016/j.sel.2025.100137","DOIUrl":"10.1016/j.sel.2025.100137","url":null,"abstract":"<div><div>Children and adolescents develop social-emotional competence (SEC) over time under the influence of gender-based cultural practices, though evidence is limited on how patterns of gender differences in multiple dimensions of SEC vary across developmental stages and cultural contexts. The current study first examined measurement invariance of an international SEC assessment, the OECD Survey of Social and Emotional Skills, then compared patterns of gender differences in multidimensional SEC across age cohorts and cultural regions. Using self-reported data collected from China, South Korea, Canada, and the United States (N = 25,454), our analysis identified 48 items measuring six domains of SEC that were invariant across gender, age cohorts, and cultural regions. Interaction analysis with bias-adjusted estimates suggested that each SEC domain showed different patterns of gender difference depending on age cohorts and cultural regions: (1) boys had higher Emotional Control and Optimism, particularly in age 15 cohort, (2) girls had higher Task Performance and Prosociality, particularly in the North American sample, and (3) boys had higher Open-mindedness and lower Leadership in East Asia, but girls had higher Open-mindedness and lower Leadership in North America. We discuss these findings, calling for more research to further explain gender differences in SEC from developmental and cross-cultural perspectives.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100137"},"PeriodicalIF":0.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144864289","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":"Barriers and facilitators to social-emotional health screening in pediatrics: Results from a qualitative study of practitioner perspectives","authors":"Michelle Scotton Franklin ,&nbsp;Ainsley Buck ,&nbsp;Reed Kenny ,&nbsp;Sophie Hurewitz ,&nbsp;Nathaniel Neptune ,&nbsp;Rasheca Logendran ,&nbsp;Ellie Winslow ,&nbsp;Elizabeth J. Gifford ,&nbsp;Gillian Sanders-Schmidler ,&nbsp;Rushina Cholera","doi":"10.1016/j.sel.2025.100136","DOIUrl":"10.1016/j.sel.2025.100136","url":null,"abstract":"<div><div>Social-emotional health (SEH) affects well-being and outcomes across the lifespan and is most malleable when addressed before age five. Despite the importance of early screening, SEH screening does not occur at most well-child visits. This study aimed to evaluate the barriers and facilitators to implementing SEH screening across individual, community, and statewide levels and to develop implementation strategies for SEH screening among children ages 0–5 years at each level. We employed a qualitative descriptive design using semi-structured interviews with SEH experts across the United States (<em>N</em> = 38). Our final sample included pediatric clinicians, educators, and policymakers. We identified three themes to encompass relevant considerations for implementing SEH screening: (1) <em>Prioritizing SEH</em>, (2) <em>Selecting a SEH measure</em>, and (3) <em>Accountability.</em> All informants stressed the criticality of universal SEH screening, although our findings underscore the complex nature of implementing such strategies. Within each theme, informants emphasized the need for actions to prioritize equity and prevent harm that can be inflicted by tools and strategies lacking intentional health equity focus. Our results identified significant gaps preventing universal SEH screening from being implemented. Existing efforts and other potential solutions could be leveraged to address this. Improved infrastructure is necessary to make universal SEH screening achievable. When implementing SEH screening and selecting measures, both feasibility and equity should be considered. Such investments could facilitate the implementation of SEH screening and ultimately bolster children's mental health and well-being.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100136"},"PeriodicalIF":0.0,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144852058","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}