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

{"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}

{"title":"The role of educators in school-based social and emotional learning","authors":"Nicole A. Elbertson ,&nbsp;Patricia A. Jennings ,&nbsp;Marc A. Brackett","doi":"10.1016/j.sel.2025.100134","DOIUrl":"10.1016/j.sel.2025.100134","url":null,"abstract":"<div><div>Now, more than ever, schools are embracing social and emotional learning (SEL). Most SEL programs center on educators teaching children specific competencies and skills related to self-awareness, relationships, self-regulation, empathy, problem solving, and perspective taking. Professional development to support high-quality implementation generally introduces teachers to the lessons they will deliver to their students. But more recently, there has been a greater focus on professional development identified as <em>educator SEL</em>. The term, however, is elusive, as there is no agreed-upon definition in the field about what that educator SEL entails. In this article, we describe three domains of educator SEL: (1) delivering direct instruction on SEL to students, (2) integrating SEL principles and skills into their teaching practices, and (3) developing their own SEL competencies to support their own well-being and serve as effective role models for students. This article presents a comprehensive model of educator SEL, which includes the adult as learner, role model, infuser, and direct instructor. Drawing on the latest research, we present this model and discuss implications for policy, practice, and research.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100134"},"PeriodicalIF":0.0,"publicationDate":"2025-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144738991","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":"State education policies as a critical component of systemic SEL: Roger Weissberg’s vision and continuing impact","authors":"Nick Yoder ,&nbsp;Caitlin Dermody ,&nbsp;Andy Tucker ,&nbsp;Asher A. Miller ,&nbsp;Ruth Cross ,&nbsp;Pat Conner ,&nbsp;Dana Godek ,&nbsp;Chi Kim ,&nbsp;Linda Dusenbury","doi":"10.1016/j.sel.2025.100135","DOIUrl":"10.1016/j.sel.2025.100135","url":null,"abstract":"<div><div>What does it mean to promote social and emotional learning (SEL) across all 50 states? That was the visionary question of Dr. Roger Weissberg when he and the Collaborative for Academic, Social, and Emotional Learning (CASEL) set out to collaborate with state policymakers, funders, and experts over the past 20 years. As a result of the deep learning and collaboration that Roger inspired, the strategies of promoting state systemic SEL evolved across time. To create policy change for SEL, Roger recognized the need to unite state policymakers with experts and funders to develop and share policies in support of both students and adults. Leading with the experience of deep collaboration in one state, the success of implementing systemic SEL through the Collaborating Districts Initiative (CDI), and the unwavering collaborative mindset that was uniquely Roger, his vision led to a network, The Collaborating States Initiative (CSI). The CSI enables states to work together to create the conditions necessary for districts, schools, and educators to support the whole child. Through this collaborative network and Roger’s expertise, the concepts of SEL, resilience, character education, and youth development have spread to nearly every state, and the process of implementing systemic SEL continues to thrive, even within various political environments. Roger’s bold vision for systemic SEL lives on with CASEL’s work with states today and has formed a strong foundation for the future. In this article, Roger's collaborators reflect on the history, progress, and future directions of state policy work and its extensive impact on millions of students and adults.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100135"},"PeriodicalIF":0.0,"publicationDate":"2025-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780266","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":"Circle Up Self-Regulatory Framework: Integrating social, emotional, and academic learning","authors":"Jess Gropen,&nbsp;Katie Bevan,&nbsp;Bill Wilmot","doi":"10.1016/j.sel.2025.100133","DOIUrl":"10.1016/j.sel.2025.100133","url":null,"abstract":"<div><div>While there is growing recognition that social-emotional learning (SEL) programs integrated with academic learning hold promise for increasing student engagement and academic achievement, there is a need for approaches to integrated SEL that provide an explicit account of how they enhance academic achievement and that can be applied to any subject matter (i.e., that are discipline-agnostic). This Perspectives article presents the <em>Circle Up Self-Regulatory Framework</em> (CU Framework). Drawing on research on motivation, emotion, and self-regulation, the CU Framework addresses the thoughts, feelings, and actions that arise during learning activities as students grapple with reaching their learning goals. Specifically, the Framework is based on an elaboration of Zimmerman’s (2000) self-regulatory cycle and is organized around three person-oriented learning patterns: strategic learning (to help students be strategic in reaching their learning goals); meaningful learning (to help students ignite their passion for learning); and resilient learning (to help students see challenges as opportunities for growth). After each learning pattern is presented, the paper discusses how all three patterns work in combination and how they have been used as a set of constraints on co-designing tools, strategies, and routines with education partners. The paper concludes with a summary and discussion of limitations and future directions.</div></div><div><h3>Impact Statement</h3><div>Provides an explicit research-based framework for integrated social-emotional learning (SEL) based on a synthesis of research in self-regulation, motivation, emotion, mindset, and engagement; argues for a goal-oriented approach to integrated SEL that addresses the thoughts, feelings, and actions that arise during learning activities as students grapple with reaching their learning goals; responds to the need for integrated SEL approaches that provide an explicit account of how they enhance academic achievement; responds to the need for more discipline-agnostic integrated SEL programs that can be applied generally; supports student learning that is strategic, meaningful, and resilient; increases student engagement and academic achievement.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100133"},"PeriodicalIF":0.0,"publicationDate":"2025-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144666013","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":"2025-06-28","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}