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

{"title":"Failure beliefs in school and beyond: From the perspective of social and emotional learning","authors":"Daisuke Akamatsu ,&nbsp;Claudia Gherghel","doi":"10.1016/j.sel.2025.100095","DOIUrl":"10.1016/j.sel.2025.100095","url":null,"abstract":"<div><div>Students inevitably experience failure in diverse contexts, both within and beyond the educational setting. As students have to learn how to cope with failure, cultivating resilience to failure is an important educational goal in the current society. This perspective paper undertakes a comprehensive review of studies centered around beliefs about academic failure, and highlights their importance in current educational settings, particularly in the context of social and emotional learning (SEL). After introducing the concept of failure beliefs within academic domains and providing an overview of prior research in this realm, we draw attention to the forthcoming horizons of research in failure belief studies. Future research is required (1) to position failure beliefs among various error-specific constructs in existing frameworks, (2) to understand how failure beliefs and other error-specific constructs relate to SEL, (3) to clarify the determinants of failure beliefs, (4) to examine the transfer and generalization of failure beliefs, and (5) to accumulate cross-cultural findings. Through these proposed directions, we underscore how failure beliefs stand to enrich SEL practices and policies.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100095"},"PeriodicalIF":0.0,"publicationDate":"2025-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143562930","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The development and validation of the Multidimensional Assessment of Teacher Social-Emotional Competence (MATSEC) in East Asian school contexts","authors":"Juyeon Lee ,&nbsp;Linyun Fu ,&nbsp;Hui Hu ,&nbsp;Chenxiao Wang ,&nbsp;Eunkyung Chung ,&nbsp;Se-na Choi ,&nbsp;Changyong Choi ,&nbsp;Seungmin Lee ,&nbsp;Ingrid D. Lui ,&nbsp;Min Sang Yoo","doi":"10.1016/j.sel.2025.100093","DOIUrl":"10.1016/j.sel.2025.100093","url":null,"abstract":"<div><div>There is a growing consensus that teachers’ social-emotional competence (T-SEC) is crucial for their own well-being and students’ social and emotional learning (SEL). However, the literature lacks comprehensive, psychometrically sound, and practical measures of T-SEC. Moreover, the existing literature on T-SEC is predominantly grounded in Western countries, leaving this issue largely unexplored elsewhere. This study aims to introduce the Multidimensional Assessment of Teacher Social-Emotional Competence (MATSEC), measuring T-SEC across all five domains of the CASEL framework, with an additional domain focused on social awareness for equity and inclusion. This six-dimensional, self-reported scale was collaboratively developed by a team of East Asian researchers and practitioners through an iterative process of item generation and revisions based on expert reviews, cognitive interviews, and pilot testing. We evaluated various psychometric properties of this scale using data from school teachers in China and Korea (<em>N</em> = 859). Exploratory and confirmatory factor analysis suggested a second-order factor structure involving a single overall T-SEC factor indicated by six sub-domain factors: (1) self-awareness, (2) emotion management, (3) social awareness for student well-being, (4) social awareness for equity and inclusion, (5) relationship skills, and (6) responsible decision-making. The overall scale and all subscales showed high internal consistency and concurrent validity, demonstrating significant correlations with teachers’ various well-being outcomes, self-efficacy, and perceived school climate. Measurement invariance testing supported cross-country equivalence of the scale. We hope the MATSEC contributes to the emerging literature on T-SEC in East Asia, with the potential to be tested and applied in diverse educational contexts around the world.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100093"},"PeriodicalIF":0.0,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social-emotional competence as the promotive and protective factor for Chinese school teachers’ well-being","authors":"Linyun Fu ,&nbsp;Hui Hu ,&nbsp;Chenxiao Wang ,&nbsp;Ingrid D. Lui ,&nbsp;Juyeon Lee","doi":"10.1016/j.sel.2025.100091","DOIUrl":"10.1016/j.sel.2025.100091","url":null,"abstract":"<div><div>Teaching is widely recognized as one of the most emotionally demanding and high-stress professions worldwide. In China, these challenges are particularly pronounced due to unrealistically high expectations for teachers, excessive workloads, and intense pressure on students’ academic performance imposed by both the educational system and societal expectations. From a strength-based perspective, this study explores the resilience mechanisms focusing on how teachers’ social-emotional competence (SEC) can promote their overall well-being in the face of job burnout. With a stratified cluster random sample of 606 elementary and middle school teachers from 40 schools at the county level in southwest China, this study examined the relations among burnout, SEC, and well-being, utilizing mixed effects models that accounted for various teacher- and school-level variables. The findings highlight the dual roles of teacher SEC as both a promotive and protective factor for well-being, mitigating the negative effects of burnout. Calling for more research, this study provides valuable insights into the important roles of teacher SEC and discusses implications for developing professional development programs for teachers and educational reforms in China.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100091"},"PeriodicalIF":0.0,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143480270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reimagining mindfulness training to deepen K-12 Teachers’ social, emotional, and cultural competencies","authors":"Lindsay E. Romano ,&nbsp;Blake A. Colaianne ,&nbsp;Rebecca N. Baelen","doi":"10.1016/j.sel.2025.100092","DOIUrl":"10.1016/j.sel.2025.100092","url":null,"abstract":"<div><div>As more attention is placed on the importance of developing K-12 teachers’ social, emotional, and cultural competencies (SECCs), efforts are needed to reimagine approaches that most effectively support teachers’ SECC development. The nascent field of Adult SEL offers an opportunity to situate SEL approaches for teachers not as simply “self-care” support, but rather as professional development that centers skills and practices related to teacher agency, social relationships, and a sense of community. In this practice paper, we will a) describe the practice of mindfulness as a promising approach for cultivating teachers’ SECCs and b) offer a reimagining of mindfulness training for K-12 teachers that balances a focus on self-care with a broader aim of collective care and transformation. We offer recommendations for researchers and practitioners on how training to support teacher mindfulness can be designed, implemented, and evaluated in ways that include outcomes related to a more collectivist approach. As support for this reorientation, we also provide preliminary qualitative evidence from K-12 teachers. We close by discussing how shifting teacher well-being efforts from the individual “me” toward a collective “we” can empower teachers to work together to establish personal and professional well-being.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100092"},"PeriodicalIF":0.0,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534994","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“It All Starts with Us”: Exploring teachers’ efforts to increase Adult SEL in practice","authors":"Addison M. Duane ,&nbsp;Quinn Hafen ,&nbsp;Pamela McVeagh-Lally ,&nbsp;CalHOPE Research Committee,&nbsp;Valerie B. Shapiro","doi":"10.1016/j.sel.2025.100085","DOIUrl":"10.1016/j.sel.2025.100085","url":null,"abstract":"<div><div>In this paper, we analyze presentations made by 212 teachers who were tasked with implementing adult social and emotional learning (SEL) practices in their local context and sharing about their efforts. We draw our sample from the University of California, Berkeley’s SEL Foundations course; an online graduate course for in-service educators. Course participants completed a final assignment over a three-week period, implementing one or more Adult SEL practices, and reflecting on implementation set-backs and successes. We generated five themes depicting the landscape of Adult SEL among these educators: (1) relationship building (e.g., attending social events, seeking out peer support); (2) lifestyle changes (e.g., sleep hygiene, movement); (3) self-reflection (e.g., journaling); (4) mindfulness (e.g., meditation, mindful awareness); and (5) boundary setting (e.g., leaving at contract time, limiting phone usage). We also explore these teachers’ reflections on their practice (e.g., successes and challenges) to facilitate a more enhanced understanding of the work of implementing Adult SEL. This systematic inquiry of Adult SEL practice illustrates the choices teachers make when asked to do a project to improve their Adult SEL. Findings offer valuable insights into what teachers today may want—and need—from their schools, districts, and the field of SEL more broadly.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100085"},"PeriodicalIF":0.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143799305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tabletop role-playing games and social and emotional learning in school settings","authors":"Richard Stubbs,&nbsp;Nikolas Sorensen","doi":"10.1016/j.sel.2025.100090","DOIUrl":"10.1016/j.sel.2025.100090","url":null,"abstract":"<div><div>Schools globally face increasing pressure to integrate social and emotional learning (SEL) alongside traditional curricula, a challenge intensified by the COVID-19 pandemic. Drawing on Bandura's social learning theory and existing research, this paper examines how tabletop role-playing games (TRPGs) can serve as effective, low-cost interventions for developing critical SEL competencies across diverse student populations. While TRPGs are established tools in therapeutic settings for building self-awareness, self-management, relationship skills, and decision-making abilities, their potential in educational contexts remains underexplored. We analyze how TRPGs can be systematically implemented across all three tiers of school-based SEL interventions, with particular emphasis on their untapped potential in Tier 1 and 2 settings. The paper demonstrates how TRPGs provide students with structured opportunities to practice social skills, emotional regulation, and collaborative problem-solving within a safe, engaging environment. By examining implementation challenges and successful adaptations in various educational contexts, including international examples, we offer practical insights for educators seeking to integrate TRPGs into existing SEL frameworks. This review addresses a significant practice gap by bridging therapeutic and educational applications of TRPGs while providing evidence-informed recommendations for school-based implementation.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100090"},"PeriodicalIF":0.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"High school students’ conceptualizations of kindness: A mixed-methods portrait","authors":"John-Tyler Binfet ,&nbsp;Rebecca J.P. Godard ,&nbsp;Freya L.L. Green ,&nbsp;Amelia A. Willcox","doi":"10.1016/j.sel.2025.100089","DOIUrl":"10.1016/j.sel.2025.100089","url":null,"abstract":"<div><div>The overarching aim of this study was to explore how high school students (<em>N</em> = 479, <em>M</em>age = 16.2, <em>SD</em> = 1.1; 48.43 % girls, 45.09 % boys, 2.92 % non-binary,.42 % listed multiple genders, and 3.13 % non-reporting) conceptualized kindness in school. Despite burgeoning research on kindness interventions, there is less research on how kindness is conceptualized and actualized by students in schools, especially by high-school age students. Uncovering how high school students conceptualize kindness is important as high school represents, for many students, the last social and emotional training ground before students venture into the workforce or pursue advanced studies elsewhere. Using self- and other-ratings of varied school agents combined with open-ended prompts, we found girls had significantly higher self-ratings of kindness than did boys, that boys rated themselves as kinder in face-to-face interactions than online, that grade 12 students viewed themselves as kinder than their younger grade peers, and that grade 9 and 12 students had higher ratings of school kindness than did students in grades 10 and 11. Coding students’ acts of kindness both done and received revealed themes of <em>helping</em>, <em>giving</em>, and <em>showing care and concern</em> for others. Peers were ranked by participants as most influencing their kindness. Collectively, findings from this study inform researchers and educators about how kindness is understood and brought to life in schools and, in turn, what educators can do to ensure students learn within contexts where kindness is discussed, modeled, and prioritized.</div></div><div><h3>Impact statement</h3><div>Understanding how high school students understand and enact kindness helps counter negative stereotypes surrounding high school and this research showcases findings revealing that students do and receive meaningful acts of kindness within the school context, see their peers as key to influencing how kind they are, and generally see themselves and their school as kind. Implications of this research inform social and emotional educators striving to integrate low-cost and low barrier initiatives into classrooms to promote positive peer relations, respect for self and others, and a positive school climate.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100089"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143437478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Illustrating the need for centering student identity in universal school-based social and emotional learning","authors":"Christina Cipriano ,&nbsp;Eliya Ahmad ,&nbsp;Michael F. McCarthy ,&nbsp;Cheyeon Ha ,&nbsp;Annabelle Ross","doi":"10.1016/j.sel.2025.100088","DOIUrl":"10.1016/j.sel.2025.100088","url":null,"abstract":"<div><div>Can centering student identities in universal school-based social and emotional learning promote the conditions for all students to thrive in school? Universal schoolbased social and emotional learning programs include learning materials and practices that are intended to be delivered to the whole school or entire learning community. Centering in education refers to the degree to which learning materials and pedagogical practices are organized to around particular identity groups to support or affirm them. Centering in the context of a universal SEL program would require the SEL program to consider all possible student identities within the program's learning materials and practices. Despite the exponential growth of SEL programs concurrent with the increasing diversity of student identities to be served by universal programming in the United States, the SEL experiences of students at the intersections of their identities is largely under articulated in the field to date. To support the evolution of accessible and relevant social and emotional learning for all youth, and the necessary methods and intentions across research and practice therewithin, this manuscript provides illustrations demonstrating the criticality of centering student identities in SEL. Illustrations were developed from five years of field work documenting the experiences of students in elementary and secondary school across the United States as they engage with their respective school-based SEL programs. In doing so, we highlight the ways in which USB SEL programs can improve to address the unique and differential needs of all students, and provide recommendations for future research practices thereafter.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100088"},"PeriodicalIF":0.0,"publicationDate":"2025-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Connection, resilience, and humility: Three educators’ stories of building adult social and emotional learning communities","authors":"Jingjing Sun ,&nbsp;Sisilia Kusumaningsih ,&nbsp;River Yang","doi":"10.1016/j.sel.2025.100087","DOIUrl":"10.1016/j.sel.2025.100087","url":null,"abstract":"<div><div>Teacher turnover has reached new highs in the US. Despite increasing attention to the potential of social and emotional learning (SEL) for teachers to address this crisis, there is still limited understanding of how to organically build and foster adult SEL communities in schools to support educators’ social and emotional well-being. To address this gap, we drew from our lived experiences in building and participating in SEL-rich communities across culture and diverse educational contexts. Using collaborative autoethnography as a framework, we reflected on and analyzed our experiences and identified three themes, including: 1) SEL is a lens for educators to process their own experiences while also connecting to their students’ experiences; 2) SEL that is systemic and integrated into work culture can build educator resilience; and 3) SEL enhances educators’ personal and cultural humility and subsequently fosters broader connection. Under each theme, we offered practice recommendations, such as integrating SEL into teacher education programs, offering educators individual consultation and SEL-focused peer groups, and encouraging teacher to participate in programs that strengthen school-family partnerships. We also asked further questions for educational leaders to consider as they develop strategies in building SEL-rich communities for educators. We concluded the article with reiterating the belief that SEL for teachers can help them connect with the purpose of teaching and make space for joy.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100087"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143422077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Giving to teachers what we ask them to give to others: Supporting adult SEL through reflective insight and healing","authors":"Amanda Moreno ,&nbsp;Jeanette Banashak ,&nbsp;Maria Kontoudakis ,&nbsp;Anita Evans ,&nbsp;Raelen Bajet ,&nbsp;Abbie Laase","doi":"10.1016/j.sel.2025.100086","DOIUrl":"10.1016/j.sel.2025.100086","url":null,"abstract":"<div><div>This SEL in Practice article describes the content, methods, and lessons learned from three cohorts of implementation of the <em>SELove</em> (pronounced S-E-L love) program in the context of a university partnership with the early childhood education community in Hawai‘i. The series is a 9-month long professional development experience with two primary aims: 1) To build teachers’ social and emotional learning (SEL) skills for use in their interactions with students, and 2) To increase teacher wellness and retention by acknowledging and providing a modicum of direct relief from the crisis of low morale and high turnover that besets the teaching profession today. Key aspects of the model that were specially designed to center the adult experience and create a healing space for teachers through the lens of SEL are highlighted, such as the use of reflective insight circles, and how they helped teachers access their inner wisdom. Preliminary program evaluation information as well as the perspectives of participant authors are included, and suggest that the program has promise for building teachers’ capacity to nurture SEL skills in children and themselves, lightening their burdens, and helping them reframe their challenges in ways that renew their love of their chosen vocation.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100086"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143379321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}