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

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

{"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":"2025-12-01","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":"“Once upon a time there was an autonomic response”: Developing a praxis for integrating polyvagal theory into early childhood education to improve children’s emotion regulation","authors":"Alice-Simone Balter ,&nbsp;Jane Bertrand ,&nbsp;Ellen Katz","doi":"10.1016/j.sel.2025.100127","DOIUrl":"10.1016/j.sel.2025.100127","url":null,"abstract":"<div><div>This article aims to deepen understandings of emotion regulation by using Polyvagal Theory to situate the autonomic nervous system as the catalyst of emotional dysregulation and regulation. Early childhood educators are key socializers of emotion regulation, thus, we present a praxis to consider the polyvagal perspective and impact of responsive relationships, play environments, and mindfulness practices in early learning settings. This article puts forth a novel contribution of theoretical and implementable emotion regulation skills from a polyvagal perspective in early childhood education contexts.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100127"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144489408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}