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

{"title":"Navigating social and emotional learning evidence in a polarized socio-political environment: A qualitative pilot study of SEL stakeholders","authors":"Michael F. McCarthy ,&nbsp;Eliya Ahmad Herskowitz ,&nbsp;Sophie P. Barnes ,&nbsp;Zi Jia Ng ,&nbsp;Cheyeon Ha ,&nbsp;Christina Cipriano","doi":"10.1016/j.sel.2025.100170","DOIUrl":"10.1016/j.sel.2025.100170","url":null,"abstract":"<div><div>An increasingly polarized socio-political climate is diminishing the public's confidence in the SEL research evidence. In some cases, producing misinformation – or false evidence- as well as disinformation – or intentionally false evidence. Both have the potential to contribute to exclusionary policies and inequitable social and emotional experiences for students in the United States. This manuscript explores whether and how SEL stakeholders (<em>n</em> = 25) understand, access, and use evidence to inform SEL-related decisions across professions, including K-12 educators, school administrators, and district personnel as well as policymakers, parents, and SEL researchers and advocates. Results from this pilot study suggest that SEL research evidence currently lacks accessibility for policymakers, educational leaders, and practitioners, and that the evidence that is available is limited in how it can be translated to and used in practice. How stakeholders identify and use SEL evidence is diverse, and most stakeholders access SEL evidence via news and education media. Opportunities for improving SEL evidence understanding, access, and use in the current U.S. socio-political climate are discussed.</div></div><div><h3>Impact statement</h3><div>Findings suggest that SEL misinformation is likely more accessible to decision makers than the evidence that illustrates the success and benefits of SEL programming. Without continued proof and confirmation about what SEL is and how SEL is benefiting the nation’s youth, false narrative surrounding SEL that is being advocated for by specific groups and politicians is likely to prevail, resulting in continued skepticism about the use of SEL approaches in classrooms. This policy analyses and research study yield significant implications for SEL researchers and other stakeholders interested in creating, disseminating, and using SEL research in practice.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"7 ","pages":"Article 100170"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145841714","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 in Colombian preservice teacher education: A national curriculum mapping study","authors":"Ana M. Velásquez ,&nbsp;Jhonatan S. Santos ,&nbsp;María F. Garcés ,&nbsp;Luyder Rodríguez ,&nbsp;Catalina Salcedo ,&nbsp;Yadira Yela","doi":"10.1016/j.sel.2026.100205","DOIUrl":"10.1016/j.sel.2026.100205","url":null,"abstract":"<div><div>Social and emotional learning (SEL) is widely recognized as a core component of educational quality and student development. Teachers play a central role in fostering SEL in schools; however, the extent to which SEL is formally embedded in preservice teacher education systems remains insufficiently examined, particularly in the Global South. Understanding how teacher education programs incorporate SEL at a structural level is essential for informing policy, accreditation, and curricular reform. This study examined the formal integration of SEL into mandatory curricula of undergraduate preservice teacher education programs in Colombia through a national curriculum mapping approach. Course titles from 385 programs were coded to identify explicit (ESEL) and implicit (ISEL) references to SEL domains. Results indicate weak formal institutionalization: only 21% of programs include at least one mandatory course explicitly referencing SEL, while 54.3% include at least one implicitly related course. Explicit integration is strongly concentrated in early childhood education and unevenly distributed across disciplines and regions. Accreditation status shows only marginal differences (21.1% in accredited vs. 18.9% in non-accredited programs). These findings reveal a gap between policy recognition of SEL and its structural incorporation into preservice teacher education, underscoring the need for clearer curricular expectations and stronger alignment between accreditation frameworks and systemic SEL goals, to support more systemic and equitable implementation.</div></div><div><h3>Impact Statement</h3><div>Social and emotional learning (SEL) is widely promoted in Colombian education policy, yet this study shows that only 21% of preservice teacher education programs require an explicit SEL course. Although over half include implicitly related content, integration is uneven across disciplines, regions, and accreditation status. By mapping mandatory curricula nationwide, this research highlights a structural gap between policy aspirations and teacher preparation. The findings offer actionable evidence for policymakers, accreditation agencies, and universities seeking to strengthen systemic and equitable SEL integration in preservice teacher education, ensuring that all future teachers are prepared to support students’ social, emotional, and academic development.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"7 ","pages":"Article 100205"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148241081","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":"Critical well-being as a paradigm: Applying indigenous wisdom to transforming systemic SEL","authors":"Roberto Rivera","doi":"10.1016/j.sel.2025.100178","DOIUrl":"10.1016/j.sel.2025.100178","url":null,"abstract":"<div><div>This paper critically examines Systemic SEL through the lens of Critical Well-Being (CWB) and calls for a shift from traditional, performance-based success metrics toward a transformative, equity-centered approach. By centering belonging, community-driven priorities, and holistic well-being, CWB reimagines SEL as a tool for fostering healing, justice, and cultural sustainability. Case studies from Kia Aroha Campus and Paseo Robelita Unified School District illustrate how integrating youth and community voices enhances SEL’s alignment with cultural, social, and collective well-being, creating environments where both students and educators thrive. These examples demonstrate that prioritizing holistic flourishing over economic or political outcomes can drive sustainable educational improvements, even amid systemic barriers and politically conservative contexts. This article contends that for SEL to fulfill its transformative potential, educational systems must embrace authentic collaboration, co-creation, and iterative improvement. Placing youth, parents, and communities at the center of decision-making requires redefining success metrics, supporting educators’ well-being, and embedding sustainable infrastructure for long-term community engagement. A CWB-informed approach fosters equity and resilience while addressing mental health and racial trauma. Research highlights that reconnecting communities of color with cultural practices supports both healing and resilience (Chávez-Dueñas et al., 2019), reinforcing the need for culturally sustaining SEL initiatives. This paper reaffirms education’s role as a space for liberation and healing, offering concrete examples of culturally sustaining SEL practices in both global and U.S. contexts. It concludes with key implications for research, policy, and practice, honoring the legacy of Dr. Roger Weissberg and advancing more equitable, community-driven approaches to SEL.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"7 ","pages":"Article 100178"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145978495","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":"A cost analysis of the MindUp “Early Years” mindfulness-based SEL program: Training, supplies, and implementation supports","authors":"Sebrina L. Doyle Fosco ,&nbsp;Tessa Stadeli ,&nbsp;Corina McEntire ,&nbsp;Brielle Petit ,&nbsp;Eli Labinger ,&nbsp;Cristin McDonough ,&nbsp;Robert W. Roeser ,&nbsp;Andrew Mashburn","doi":"10.1016/j.sel.2026.100200","DOIUrl":"10.1016/j.sel.2026.100200","url":null,"abstract":"<div><div>To successfully implement and sustain programs, it is vital to understand the fiscal resources needed. This study provides a full accounting of costs to support high-quality implementation of a well-researched mindfulness-based social and emotional learning program in preschool settings. Teachers received MindUP training, the curriculum, supplies for the classroom, as well as ongoing support through communities of practice (COPs) and coaching phone calls. They were also compensated for engagement in training and supportive activities. Costs were gathered across three cohorts during an RCT of the MindUP-Early Years program in an urban area of the Pacific Northwest. The first cohort was conducted in person (19 classrooms). The second (14 classrooms) and third cohorts (15 classrooms) were conducted online. We used an ingredients approach to cost analysis (<span><span>Levin, 1983</span></span>) which includes identifying all necessary ingredients, determining the cost of those ingredients, and then evaluating those costs. Total cost per classroom was US$1503 for the in-person cohort and, on average, US$913 for online cohorts including: training, ongoing support, classroom supplies and curriculum, teacher opportunity costs, and administrative costs at 15%. Across all cohorts, the cost for Year 1 was US$64 per student. Because most training and supplies are purchased in the first year, costs for later years drop significantly. Future expected per student yearly costs range from less than US$1 to US$14 depending on additional support and resources provided. This cost analysis can provide educational administrators and other decision makers with a clear financial estimate of the resources needed for high-quality implementation of the MindUP program.</div></div><div><h3>Impact statement</h3><div>This study presents a comprehensive cost analysis of MindUP-Early Years mindfulness-based SEL program implementation in preschool classrooms during a randomized controlled trial across three cohorts. Using an ingredients approach, it accounts for training, supplies, and ongoing support such as coaching and communities of practice. In-person implementation averaged US$1503 per classroom, while online delivery averaged US$913 across cohorts. Year 1's average cost per student was US$64, with future costs dropping to under US$14. These findings offer educational administrators a clear estimate of the financial and time resources required to adopt and sustain MindUP in early childhood settings.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"7 ","pages":"Article 100200"},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148241149","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":"","authors":"Mark T. Greenberg","doi":"10.1016/j.sel.2025.100169","DOIUrl":"10.1016/j.sel.2025.100169","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"7 ","pages":"Article 100169"},"PeriodicalIF":0.0,"publicationDate":"2025-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145927724","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":"2025-12-01","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":"Erratum to “Together, We SOAR: A curriculum on compassion, community, and human development for K-12 teachers” [Social and Emotional Learning: Research, Practice, and Policy 5 (2025) 100078]","authors":"Blake A. Colaianne ,&nbsp;Barbara Terroso ,&nbsp;Nichole Heindel ,&nbsp;Benn Hoover","doi":"10.1016/j.sel.2025.100154","DOIUrl":"10.1016/j.sel.2025.100154","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100154"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145265827","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":"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":"2025-12-01","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":"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":"2025-12-01","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":"Erratum to Effects of the Tools for Getting Along curriculum on teachers' reports of elementary students' executive functions, social-emotional skills, and behavior problems” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100070]","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.2025.100149","DOIUrl":"10.1016/j.sel.2025.100149","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100149"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145332061","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}