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":"2025-12-01","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}

{"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":"2025-12-01","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":"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":"2025-12-01","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":"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":"2025-12-01","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":"Using statewide policy to promote student and adult social-emotional competencies: Implementation evaluation of the Learning Renewal—Social Emotional Learning initiative","authors":"Iris Daruwala,&nbsp;Maura Shramko,&nbsp;Erin Clancy,&nbsp;Victoria Salinas,&nbsp;Isabelle Edwards,&nbsp;Jennie Y. Jiang,&nbsp;Kimberly Kendziora","doi":"10.1016/j.sel.2025.100165","DOIUrl":"10.1016/j.sel.2025.100165","url":null,"abstract":"<div><div>Among its many effects, the COVID-19 pandemic destabilized schools as social institutions, highlighting the central role of social-emotional learning (SEL) in recovery for both students and educators. Although most SEL policies have focused on students, less is known about policies that support adult social-emotional competencies (SECs). The current study examines the Illinois State Board of Education’s Learning Renewal—SEL initiative, which offered regionally-prioritized programming for schools to support student and educator SECs through professional learning and capacity building across the state. Through interviews with regional educational leaders implementing Learning Renewal—SEL programming, we found that educator well-being was a top concern among districts; the decentralized, opt-in nature of the policy relied on strong regional office of education (ROE) and intermediate service center (ISC) relationships to tailor communication and professional learning (PL) delivery; and the policy spurred new cross-regional collaboration related to SEL resources, requiring ROE/ISC leaders to exercise their own adult SECs.</div></div><div><h3>Impact statement</h3><div>In the wake of the COVID-19 pandemic, Illinois implemented a statewide policy to promote social-emotional learning (SEL) for students and educators. Our study of the Illinois Learning Renewal—SEL initiative centered the voices of state education leaders working to advance SEL and identified novel aspects of state, regional, and local implementation approaches to support adult social-emotional competencies in a decentralized context. We found that educator well-being was a top concern among schools and that the opt-in approach created regional variability in SEL communication, offerings, and delivery. Additionally, we found that policy implementation required education leaders to exercise their own SECs to engage in new forms of cross-regional collaboration related to SEL resources and delivery.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100165"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145579225","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":"Operationalizing mindful co-regulation to build understanding of educator social-emotional competency","authors":"Desiree W. Murray ,&nbsp;Rachel Mills-Brantley ,&nbsp;Jill Hamm","doi":"10.1016/j.sel.2025.100159","DOIUrl":"10.1016/j.sel.2025.100159","url":null,"abstract":"<div><div>This paper advances theoretical and empirical knowledge of teacher social-emotional competencies by operationalizing a new model called Mindful Co-Regulation that describes how mindfulness is translated into supportive interactions with students. This model theorizes that teacher mindfulness contributes to Mindful Teaching, which promotes Effective SEL Instruction and Co-Regulation actions with students, including building responsive relationships with students, creating safe supportive learning environments, and intentional day-to-day interactions that promote student SEL. We conducted two observational studies with middle and high school teachers in the context of implementing a new mindfulness-based SEL program to explore the potential value of this model. We summarized and described these data using a newly developed measure and examined whether the constructs assessed could be reliably observed and if they were associated with student experiences in the classroom. Observational data collected via the new Mindful Co-Regulation Observation Measure (MCRO) provide evidence of the utility of the Mindful Co-Regulation model for secondary teachers. More specifically, co-regulation actions were identified that align with each key domain in the model. Specific indicators of mindful co-regulation as measured by MCRO items demonstrated variation across teachers, suggesting areas for improvement. Items clustered within domains on the MCRO suggesting underlying constructs consistent with the model. Although some of these constructs were difficult to reliably observe, scores on the MCRO appeared to co-vary as expected with student outcomes. Overall, results highlight the value of mindful co-regulation as an innovative conceptual model for designing and evaluating programs and practices to promote educator SEC.</div></div><div><h3>Impact Statement</h3><div>This paper describes a new model for understanding how teacher mindfulness may translate into supportive interactions with older youth called Mindful Co-Regulation. An observational measure developed to assess specific teachers actions shows initial promise for future research and informing practice, including training and coaching teachers. Increased teacher social-emotional competencies are also expected to enhance student social-emotional learning and development.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100159"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473765","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 “High school students’ conceptualizations of kindness: A mixed-methods portrait” [Social and Emotional Learning: Research, Practice, and Policy 5 (2025) 100089]","authors":"John-Tyler Binfet ,&nbsp;Rebecca J.P. Godard ,&nbsp;Freya L.L. Green ,&nbsp;Amelia A. Willcox","doi":"10.1016/j.sel.2025.100152","DOIUrl":"10.1016/j.sel.2025.100152","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100152"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145332284","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 “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 ,&nbsp;Karen L. Bierman ,&nbsp;Linda N. Jacobson ,&nbsp;Claudia C. Mincemoyer ,&nbsp;Julia M. Gest ,&nbsp;Damon E. Jones ,&nbsp;Leah Hunter Matt ,&nbsp;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":"2025-12-01","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}