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

{"title":"Professional learning to support social and emotional skills in the preschool classroom: A randomized controlled trial of Sesame Street’s Building a Connected Community online course","authors":"Danielle Riser ,&nbsp;Leanne Elliott ,&nbsp;Tina Ryznar ,&nbsp;Chanel Brown ,&nbsp;David Cohen ,&nbsp;Antonio Freitas ,&nbsp;Katie Dahlke","doi":"10.1016/j.sel.2025.100132","DOIUrl":"10.1016/j.sel.2025.100132","url":null,"abstract":"<div><div>Building social and emotional skills during early childhood is crucial, and preschool classrooms are an ideal context to support children’s social and emotional competence. This classroom-level randomized controlled trial examined the implementation and impact of Building a Connected Community, a digital course and set of resources created by Sesame Workshop to help preschool teachers support children’s social and emotional skills and engage families in the classroom. The sample included 70 preschool classrooms at 20 programs across the United States. Classrooms were randomly assigned to either receive Building a Connected Community or continue with business as usual (control). Eighty percent of teachers assigned to receive Building a Connected Community implemented it with fidelity. Teachers in the Building a Connected Community condition showed significantly higher self-efficacy and practices supporting children’s social and emotional competence compared to teachers in the control condition. They also had significantly higher caregiver engagement practices compared to teachers in the control condition. Children in the Building a Connected Community condition had significantly higher social and emotional competence compared to children in control classrooms based on teacher reporting in the postsurvey. The study also examined the impact on teachers’ self-efficacy in engaging with caregivers, caregiver reports of teachers’ engagement practices, caregivers’ relationships with teachers, and caregiver reports of children’s social and emotional competence but did not find a significant effect for these outcomes. Overall, the data suggest that Building a Connected Community is a promising and easily accessible intervention for supporting social and emotional skills in the preschool classroom.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100132"},"PeriodicalIF":0.0,"publicationDate":"2025-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144548428","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":"Psychometric properties of a social and emotional competence assessment for middle school students","authors":"Clark McKown ,&nbsp;Nicole Russo-Ponsaran ,&nbsp;Matthew Wronski ,&nbsp;Ashley Karls","doi":"10.1016/j.sel.2025.100128","DOIUrl":"10.1016/j.sel.2025.100128","url":null,"abstract":"<div><div>This study describes the rationale, design, development, and technical properties of SELweb MS, a direct assessment of social and emotional competencies in middle school students. Assessment and item design were iteratively developed with input from youth and experts to measure five domains: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Across three studies involving more than 3600 students, SELweb MS subtest scores demonstrated moderate to strong internal consistency and six-month temporal stability reliability. In addition, confirmatory factor analysis supported a five-factor structure corresponding to the five competencies the assessment was designed to measure. Associations with alternative measures of the same competencies supported convergent validity and provided mixed support for discriminant validity. Finally, performance on SELweb MS was positively associated with teacher-rated social skills and academic engagement and negatively associated with problem behaviors.</div></div><div><h3>Impact Statement</h3><div>This paper described SELweb MS, a novel middle school assessment of social and emotional competencies. The paper includes three studies that together describe the iterative development of SELweb MS and its psychometric properties, including score reliability, structural validity, and criterion-related validity. Results suggest that scores derived from SELweb MS have good reliability and evidence of validity for characterizing student social and emotional strengths and needs.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100128"},"PeriodicalIF":0.0,"publicationDate":"2025-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502095","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":"“Once upon a time there was an autonomic response”: Developing a praxis for integrating polyvagal theory into early childhood education to improve children’s emotion regulation","authors":"Alice-Simone Balter ,&nbsp;Jane Bertrand ,&nbsp;Ellen Katz","doi":"10.1016/j.sel.2025.100127","DOIUrl":"10.1016/j.sel.2025.100127","url":null,"abstract":"<div><div>This article aims to deepen understandings of emotion regulation by using Polyvagal Theory to situate the autonomic nervous system as the catalyst of emotional dysregulation and regulation. Early childhood educators are key socializers of emotion regulation, thus, we present a praxis to consider the polyvagal perspective and impact of responsive relationships, play environments, and mindfulness practices in early learning settings. This article puts forth a novel contribution of theoretical and implementable emotion regulation skills from a polyvagal perspective in early childhood education contexts.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100127"},"PeriodicalIF":0.0,"publicationDate":"2025-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144489408","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 competencies and early grade pupils’ academic success: Educational stakeholders’ perspectives","authors":"Pambas Basil Tandika ,&nbsp;Placidius Ndibalema ,&nbsp;Godlove Lawrent","doi":"10.1016/j.sel.2025.100125","DOIUrl":"10.1016/j.sel.2025.100125","url":null,"abstract":"<div><div>The influence of social and emotional learning on student academic achievement is widely explored. However, little has been learned about how educators, caregivers and other key educational stakeholders perceive social and emotional learning competencies in relation to early academic success. A qualitative study approach was adopted and individual and focus group interviews were used as data collection tools. A total of 573 participants from Tanzania Mainland and Zanzibar were involved in the study. The main participants were early grade teachers, head teachers, parents and ward educational officers. The gathered data were thematically analysed. The educational stakeholders had varied views regarding social and emotional learning competencies associated with skills that may impact children’s academic subjects. Only skills from three social and emotional learning competencies were regularly mentioned as crucial in achieving this particular role. Capacity strengthening would help educational stakeholders to further identify contextually-relevant social and emotional learning competencies related skills that shape pupils’ academic success.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100125"},"PeriodicalIF":0.0,"publicationDate":"2025-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144479958","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":"Evolving transformative social and emotional learning with an ecological perspective","authors":"Renee Owen ,&nbsp;Meena Srinivasan ,&nbsp;Shannon Wanless","doi":"10.1016/j.sel.2025.100126","DOIUrl":"10.1016/j.sel.2025.100126","url":null,"abstract":"<div><div>Climate change is a complex issue that needs to be more fully addressed in schools. There may be a critical role for the field of social and emotional learning (SEL) to play in helping educators and students talk about climate change and understand their role in climate action, as members of an interconnected ecosystem. We propose that for SEL to be able to serve climate education, it must build on its recent transformative evolution to be more firmly grounded in equity (Transformative SEL; tSEL) by taking an ecological perspective – a perspective that acknowledges the interconnectedness of all living things with a focus on interdependence and interbeing. The article maps the development of SEL from personal to transformative and proposes further evolving SEL to integrate an ecological perspective. Addressing the need for an ecological ontology in tSEL, and explicitly including climate justice and climate action in the transformative SEL pedagogical construct, would help ensure tSEL fulfills its intended outcome to transform systemic inequity. The article includes examples of ecological pedagogical applications that address climate justice within tSEL practices.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100126"},"PeriodicalIF":0.0,"publicationDate":"2025-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330226","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":"Coordinating efforts to improve outcomes, grow social and emotional learning, and improve students’ lives: Roger Weissberg’s collaborations with the American Institutes for Research","authors":"David Osher ,&nbsp;Kimberly Kendziora ,&nbsp;Nicholas Yoder ,&nbsp;Juliette Berg ,&nbsp;Sandra Williamson ,&nbsp;Greta Colombi","doi":"10.1016/j.sel.2025.100122","DOIUrl":"10.1016/j.sel.2025.100122","url":null,"abstract":"<div><div>We commemorate Roger Weissberg’s life and contributions to the field by sharing the history of his collaborations with staff at the American Institutes for Research (AIR). In the early 2000s, CASEL joined AIR and the Learning First Alliance in a partnership that aimed to (a) build understanding of the relationships among students’ social and emotional learning (SEL), safe and supportive learning communities, and academic development; (b) develop measures of SEL and safe and supportive learning communities, (c) develop policies to support use of SEL measures in schools; and (d) enhance school capacity for SEL nationwide. We show how sustained, collaborative efforts over two decades advanced progress toward each of these goals. Weissberg advised AIR’s work developing a measure of conditions for learning in schools that included a scale assessing peers’ social and emotional competence. AIR served as the independent evaluator for CASEL’s ambitious Collaborating Districts Initiative (CDI), which demonstrated that districts could make social and emotional learning a systemic part of all children’s education. Beginning with the CDI, AIR worked on SEL measurement with CASEL. Finally, Roger played an active role in multiple training and technical assistance centers that worked to build educators’ capacity to address SEL in their work.</div></div><div><h3>Impact Statement</h3><div>Roger Weissberg had an enormous influence on the field of social and emotional learning. One way his ideas and energy touched the lives of schoolchildren across the nation was through collaborating on research, measurement, and technical assistance work with the American Institutes for Research. This article shares the context and history of this work.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100122"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144196302","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":"Unveiling potential: Culturally responsive teaching practices to catalyze social-emotional success in black youth","authors":"Nanyamka M. Redmond ,&nbsp;Jennifer Shubert ,&nbsp;Peter C. Scales ,&nbsp;Joanna Williams ,&nbsp;Amy K. Syvertsen","doi":"10.1016/j.sel.2025.100124","DOIUrl":"10.1016/j.sel.2025.100124","url":null,"abstract":"<div><div>This study investigated the role of culturally responsive teaching practices in promoting social-emotional outcomes in Black youth. Recognizing the importance of centering equity and justice in social-emotional learning (SEL), this study explored the associations between developmental relationships, culturally responsive teaching practices and social-emotional outcomes (stress management, resilience, and purpose). Additionally, the study examined age and experiences of discrimination as potential moderators of these associations. Developmental relationships were a robust predictor of social-emotional outcomes for Black youth, and equitable practices were also positively related to multiple outcomes. Findings around critical race and inclusive teaching practices were more nuanced, as was the finding that age and discrimination moderated some, but not all, main effects. Results underscore the need for continued theory and empirical work that considers the lived experiences of youth as a means for targeted efforts to promote the social-emotional development of Black youth.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100124"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307039","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-emotional standards for secondary students in the United States: A systematic review and synthesis","authors":"Christi Bergin ,&nbsp;Nicole Brass ,&nbsp;Lindsay Brockmeier ,&nbsp;Alice Hung ,&nbsp;Riley Rohler","doi":"10.1016/j.sel.2025.100120","DOIUrl":"10.1016/j.sel.2025.100120","url":null,"abstract":"<div><div>Social-emotional (SE) standards have garnered substantial attention recently, both among the research community and in public policy forums. While state-level standards in early childhood and elementary schools have been common for over a decade, standards in secondary schools have only recently emerged in some states. In phase one, we conducted a systematic review of existing state standards in the United States for secondary schools in 2022. This review included an examination of standalone SE standards and those embedded in the state’s gifted, vocational, health, physical education, and counseling standards. For each state’s standards, we identified grade level and foundational frameworks. We found that 24 states had standalone s tandards for secondary students, and 20 states had standards applicable to secondary students embedded within health, physical, gifted, career technical education, or counseling curriculum. We identified 2200 state SE standards for secondary students. In phase two, we synthesized this unwieldly list to 11 SE competencies supported by developmental science, and prioritized in the American School Counselor Association standards, Common Career Technical Core Standards, and adaptive functioning indicators in the APA’s DSM-5. Implications for practice and research are discussed regarding the development of SE standards for secondary students</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100120"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144184596","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 social-emotional skills in a college career and life planning course: A preliminary investigation of the impact of skills practice on wellbeing","authors":"Colleen S. Conley ,&nbsp;Lauren M. Nowakowski ,&nbsp;Maya Hareli ,&nbsp;Carol H. Gonzales","doi":"10.1016/j.sel.2025.100107","DOIUrl":"10.1016/j.sel.2025.100107","url":null,"abstract":"<div><div>This research presents a preliminary investigation of the implementation and impact of a social-emotional (SE) skill-building curriculum woven into a college Career and Life Planning course, stemming from a research-practice partnership with student-facing university staff. Across four semesters, using a prospective quasi-experimental design, students enrolled in an “as usual” version of the course (<em>n</em> = 58) or an SE-enhanced version (<em>n</em> = 71). Within-group analyses revealed small effects within the SE-enhanced curriculum, in select aspects of social-emotional skills across the semester, adjusting for baseline levels when relevant. Additionally, students in the SE-enhanced course did not display any detriments in career outcomes, nor elevations in perceived stress over the course of the semester. Additionally, among participants in the SE-enhanced class, higher levels of out-of-class skills practice (differentially, compared to far weaker influence of initial levels of emotional intelligence, class attendance over the semester, and grade in the course) significantly predicted greater benefits for numerous social-emotional outcomes, above and beyond baseline levels when relevant. This research indicates promising avenues for programmatic, sustainable efforts to promote social-emotional skills in college students, with benefits that can improve college student access and retention, campus climate, and institutional effectiveness.</div></div><div><h3>Impact statement</h3><div>This study, exploring the impact of integrating social-emotional learning (SEL) into a college Career and Life Planning course, offers valuable insights into promoting student wellbeing systemically. Students experienced modest improvements in psychosocial outcomes without sacrificing broader course-related benefits. Notably, the more students practiced social-emotional skills outside of class, the more they benefited. Filling a critical need for SEL research-practice partnerships more commonly seen in grades preK-12, this research provides practical, sustainable strategies for promoting college students’ wellbeing, with implications for improved access, retention, and institutional effectiveness. It is a valuable resource for educators, policymakers, and anyone invested in students’ success.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100107"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263975","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":"How Roger Weissberg accomplished his vision to help millions of schoolchildren: Our personal perspectives","authors":"Joseph A. Durlak ,&nbsp;Joseph L. Mahoney ,&nbsp;Celene E. Domitrovich","doi":"10.1016/j.sel.2025.100123","DOIUrl":"10.1016/j.sel.2025.100123","url":null,"abstract":"<div><div>Trying to help millions of schoolchildren is indeed a bold and ambitious idea. Ideas are important and have resulted in some major societal changes, but how does one go from an idea to reality? In this paper, we first describe several principles associated with SEL and offer examples of Roger P. Weissberg’s initiatives illustrating the use of these principles in action. We believe that Roger’s leadership in following these principles contributed to the growth and success of the field and achieved his vision of helping millions of schoolchildren. Second, each of us offers a few examples of our own work with Roger and our personal observations and commentary about these experiences as they relate to principles of SEL.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100123"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144203561","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}