Social and Emotional Learning: Research, Practice, and Policy最新文献_第4页

The role of educators in school-based social and emotional learning 教育工作者在校本社会和情感学习中的作用

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-12-01 Epub Date: 2025-07-22 DOI: 10.1016/j.sel.2025.100134

Nicole A. Elbertson , Patricia A. Jennings , Marc A. Brackett

{"title":"The role of educators in school-based social and emotional learning","authors":"Nicole A. Elbertson , Patricia A. Jennings , 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":"2025-12-01","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}

引用次数: 0

Erratum to “What do parents know about social-emotional learning in their children’s schools? Gaps and opportunities for strengthening intervention impact” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100065] 对“父母对孩子在学校的社交情绪学习了解多少？”社会与情感学习：研究、实践与政策4 (2024)100065

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-12-01 Epub Date: 2025-10-15 DOI: 10.1016/j.sel.2025.100148

Alison L. Drew , Kimberly A. Rhoades , J. Mark Eddy , Amy M. Smith Slep , Tia E. Kim , Cailin Currie

引用次数: 0

Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于先前发表的文章中缺少竞争利益声明的勘误表

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-12-01 Epub Date: 2025-10-04 DOI: 10.1016/j.sel.2025.100142

引用次数: 0

An examination of factors influencing teachers’ fidelity to and capacity for SEL 影响教师SEL忠诚度和能力的因素研究

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-12-01 Epub Date: 2025-10-25 DOI: 10.1016/j.sel.2025.100160

Jerome Graham

{"title":"An examination of factors influencing teachers’ fidelity to and capacity for SEL","authors":"Jerome Graham","doi":"10.1016/j.sel.2025.100160","DOIUrl":"10.1016/j.sel.2025.100160","url":null,"abstract":"<div><div>Social and emotional learning (SEL) is increasingly recognized as an important aspect of the school improvement process as more states, districts, and schools seek to improve the socioemotional and academic outcomes of students. Despite its growing popularity, and the centrality of teachers in SEL, only a paucity of current scholarship empirically and/or theoretically examines their perceptions of their competency for and fidelity to SEL implementation, and the factors by which both are influenced. This study interviewed 21 teachers from four districts to explores teachers' perceptions of their competence in implementing SEL interventions and the factors influencing their ability to effectively integrate SEL practices into the classroom. Findings reveal that while teachers generally feel competent in relationship-building and empathy, they struggle with applying SEL principles during behavioral challenges, particularly in the face of role ambiguity, stressors, and limited professional development support. The research highlights how personal experiences and identity shape teachers' commitment to SEL, with school leadership playing a key role in creating supportive environments. However, macro-level challenges, including standardized testing pressures and socioeconomic inequities, hinder SEL implementation, particularly in schools serving marginalized students. The study suggests that addressing these challenges and providing systemic support can improve SEL practices and enhance student well-being.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100160"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415650","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}

引用次数: 0

Impact of schoolwide support for social and emotional learning: The effect of the CASEL school guide on organizational capacity for SEL and systemic SEL 学校对社会和情感学习支持的影响：CASEL学校指南对SEL组织能力和系统SEL的影响

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-12-01 Epub Date: 2025-10-09 DOI: 10.1016/j.sel.2025.100156

Celene E Domitrovich , Yibing Li , Kimberly Kendziora , Mark T. Greenberg

{"title":"Impact of schoolwide support for social and emotional learning: The effect of the CASEL school guide on organizational capacity for SEL and systemic SEL","authors":"Celene E Domitrovich , Yibing Li , Kimberly Kendziora , Mark T. Greenberg","doi":"10.1016/j.sel.2025.100156","DOIUrl":"10.1016/j.sel.2025.100156","url":null,"abstract":"<div><div>Social and emotional learning (SEL) has become an important part of education for many U.S. schools, yet research has not provided sufficient guidance on how support whole school systemic approaches to SEL. This study tested the effects of the CASEL School Guide, an innovative model of implementation support for schoolwide SEL, on staff perceptions of SEL organizational capacity, culture, and integration. The data were from a cluster-randomized controlled trial with 28 low performing, urban elementary schools. All schools delivered the PATHS Curriculum with its standard model of training and support. Half the schools also received monthly coaching support as part of the CASEL School Guide. The results of growth curve analyses indicated that education staff in both conditions improved on all seven target outcomes improvements with slower rates on six outcomes during the follow-up year. The perceptions of needs and stakeholder involvement in PATHS + School Guide schools improved faster but this advantage leveled off by the final data collection. No significant differences were found for vision and data use between conditions. The intervention influenced how staff perceived SEL integration but not SEL culture. The initial faster growth in SEL integration among PATHS + School Guide schools also slowed by the final time point. Finally, teacher experience did not moderate the effects of the School Guide intervention, as indicated by non-significant three-way interactions. However, School Guide support helped early career teachers in PATHS + School Guide schools close the gap with experienced teachers faster than their counterparts in PATHS-Standard schools.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100156"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145415649","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}

引用次数: 0

The role of students’ reporting of emotional experiences in mathematics achievement: Results from an e-learning platform 学生情绪体验报告在数学成绩中的作用：来自电子学习平台的结果

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-12-01 Epub Date: 2025-09-04 DOI: 10.1016/j.sel.2025.100140

Jae H. Paik , Igor Himelfarb , Seung Hee Yoo , Jong Tak Lee , Hoyong Ha

{"title":"The role of students’ reporting of emotional experiences in mathematics achievement: Results from an e-learning platform","authors":"Jae H. Paik , Igor Himelfarb , Seung Hee Yoo , Jong Tak Lee , 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":"2025-12-01","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}

引用次数: 0

Barriers and facilitators to social-emotional health screening in pediatrics: Results from a qualitative study of practitioner perspectives 儿科社会情感健康筛查的障碍和促进因素：来自从业者视角的定性研究结果

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-12-01 Epub Date: 2025-08-05 DOI: 10.1016/j.sel.2025.100136

Michelle Scotton Franklin , Ainsley Buck , Reed Kenny , Sophie Hurewitz , Nathaniel Neptune , Rasheca Logendran , Ellie Winslow , Elizabeth J. Gifford , Gillian Sanders-Schmidler , Rushina Cholera

{"title":"Barriers and facilitators to social-emotional health screening in pediatrics: Results from a qualitative study of practitioner perspectives","authors":"Michelle Scotton Franklin , Ainsley Buck , Reed Kenny , Sophie Hurewitz , Nathaniel Neptune , Rasheca Logendran , Ellie Winslow , Elizabeth J. Gifford , Gillian Sanders-Schmidler , 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":"2025-12-01","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}

引用次数: 0

Neurodiverse youth book clubs for transformative and inclusive social emotional learning 神经多样化的青年读书俱乐部，用于变革和包容性的社会情感学习

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-12-01 Epub Date: 2025-11-01 DOI: 10.1016/j.sel.2025.100163

Jody Polleck

{"title":"Neurodiverse youth book clubs for transformative and inclusive social emotional learning","authors":"Jody Polleck","doi":"10.1016/j.sel.2025.100163","DOIUrl":"10.1016/j.sel.2025.100163","url":null,"abstract":"<div><div>This qualitative study explores the experiences of 10 neurodiverse adolescents who participated in youth-led book clubs at a specialized secondary school in Amsterdam. Over a five-month period, students met weekly to read <em>Marcelo in the Real World</em> and engage in structured discussions that emphasized literacy development and social-emotional learning (SEL). Data sources included 22 pre- and post-interviews and 24 transcribed book club sessions, which were analyzed through a two-cycle thematic coding process. Analysis of the interviews and transcripts revealed that book clubs can function as powerful forums for centering transformative and inclusive SEL. Specifically, findings informed the development of a five-domain framework that reconceptualizes CASEL’s SEL model, including (1) self-awareness and identity development, (2) social awareness, (3) thoughtful and intentional decision-making, (4) relationship-building and nurturing, and (5) agency, social responsibility, and voice. This framework broadens SEL by integrating equity, student voice, and neurodiverse perspectives, offering a more inclusive approach to social-emotional growth. From a practical standpoint, the findings demonstrate how educators can design low-cost, flexible, and participatory book clubs that affirm students’ identities while cultivating joy, empathy, and critical consciousness. This study contributes to scholarship on transformative and inclusive SEL and provides concrete strategies for inclusive practices.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100163"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473758","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}

引用次数: 0

Erratum to “Towards a dynamic, idiographic approach to describing, explaining, and enhancing the development of SEL” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100050] “走向描述、解释和加强SEL发展的动态、具体方法”的勘误[社会和情感学习：研究、实践和政策4 (2024)100050]

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-12-01 Epub Date: 2025-10-07 DOI: 10.1016/j.sel.2025.100150

Richard M. Lerner , Dian Yu , Roya Abbasi-Asl , Natasha Keces , Carolina Gonçalves , Mary H. Buckingham , Elizabeth M. Dowling , Jonathan M. Tirrell , Margaret Mackin , Kirsten Olander , Alexa Hasse , Yoon Dunham

引用次数: 0

Erratum to “Changes in observed and self-reported emotion-focused teaching: Coaching in the context of an early childhood alternative licensure program” [Social and Emotional Learning: Research, Practice, and Policy. 4 (2024) 100059] “观察和自我报告的情感集中教学的变化：早期儿童替代执照计划背景下的指导”[社会和情感学习：研究，实践和政策，4 (2024)100059]

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-12-01 Epub Date: 2025-10-10 DOI: 10.1016/j.sel.2025.100147

Timothy W. Curby , Katherine M. Zinsser , Catherine Main , Joanna Skourletos

引用次数: 0