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

{"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}

{"title":"Securing the foundation: Providing supports and building teacher capacity for SEL implementation through a university-based continuing education course","authors":"Addison M. Duane ,&nbsp;Justin D. Caouette ,&nbsp;Kamryn S. Morris ,&nbsp;Ashley N. Metzger ,&nbsp;CalHOPE Research Committee ,&nbsp;Valerie B. Shapiro","doi":"10.1016/j.sel.2025.100082","DOIUrl":"10.1016/j.sel.2025.100082","url":null,"abstract":"<div><div>Investing in and promoting educators’ own SEL can improve student outcomes. However, few teacher preparation programs include opportunities for building Adult SEL capacity in their curricula (Schonert-Reichl, 2017), leaving gaps in educators’ knowledge and skills related to SEL implementation. Therefore, in-service education is needed. In this paper, we explore changes in perceptions of support and SEL capacities among PK-12 educators who completed a credit-bearing university extension course focused on SEL. We used mixed effects models to assess changes in scale means between pre-course and post-course survey responses. There was strong improvement from pre- to post-course (<em>p</em> &lt; .001) in support received and SEL capacities, posited requisites for successful SEL implementation. Exploratory analyses illustrate the possibility that university extension courses focused on Adult SEL could have a role in improving teacher well-being. Overall, results point to the potential of universities as partners in advancing social and emotional learning to improve adult– and student– well-being, engagement, and performance.</div></div><div><h3>Impact Statement</h3><div>This paper contributes to the burgeoning literature of Adult SEL by exploring a university extension course and it’s impacts on SEL support and teacher capacity. Findings illuminate significant improvement in course participant scores from pre- to post-course. Policymakers should consider the benefits of funding and expanding continuing education courses on SEL for in-service educators. Current educators who are also looking for support to expand their capacity to implement SEL may consider participating in an in-depth learning experience with a focus on Adult SEL.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100082"},"PeriodicalIF":0.0,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454138","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":"Supporting social and emotional learning through infant and early childhood mental health consultation","authors":"Christina F. Mondi","doi":"10.1016/j.sel.2025.100084","DOIUrl":"10.1016/j.sel.2025.100084","url":null,"abstract":"<div><div>This article highlights infant and early childhood mental health consultation (IECMHC) as a promising approach to support the social and emotional learning (SEL) of both young children and their adult caregivers in early care and education (ECE) settings (i.e., childcare, Head Start, preschool). IECMHC is “a problem-solving and capacity-building intervention implemented within a collaborative relationship between a professional consultant with mental health training and expertise and one or more consultees” (<span><span>Cohen &amp; Kauffman, 2005</span></span>). IECMHC is an increasingly common intervention in ECE settings, including in Head Start programs, where it is federally mandated; however, some confusion persists about the key components, strategies, and outcomes of high-quality IECMHC. Meanwhile, public understanding of the importance of interventions that support SEL starting in early life is also growing. However, little peer-reviewed work has attempted to integrate research and practice in the fields of IECMHC (which has largely existed in infant mental health spaces) and SEL (much of which has historically focused on middle childhood and beyond). To that end, this article: (a) highlights SEL as a developmental and relational process in infancy and early childhood; (b) describes IECMHC as a preventive and promotive intervention to support young children and their caregivers; (c) describes key evidence supporting IECMHC’s effects on adult and child SEL; (d) presents a novel visual conceptualization and case example illustrating the processes by which IECMHC supports adult and child SEL in ECE settings; and (e) proposes future directions for research, practice, and policy in integrating IECMHC and SEL initiatives.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100084"},"PeriodicalIF":0.0,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147470","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":"Public Learning: A collaborative practice for cultivating educators’ decision-making power and advancing equity in schools","authors":"Sarah Sugarman","doi":"10.1016/j.sel.2025.100083","DOIUrl":"10.1016/j.sel.2025.100083","url":null,"abstract":"<div><div>This practical article proposes an approach to educator collaboration, Public Learning, that develops adults' social emotional competencies (SECs) through – not instead of or in addition to – a rigorous examination of their instructional effectiveness. In particular, the practice of Public Learning cultivates the adult SECs required to make equitable instructional decisions. Too often, educators' professional learning experiences are of the \"sit and get\" variety, with compliance around implementation of specific teaching methods or the swapping of tips and tricks as the goal. What is missing from this type of professional development is the opportunity for educators to practice and hone the SECs that are critical to equitable decision making. This paper addresses the question of which adult SECs advance equity in schools and centers Public Learning as a key lever for transforming teacher collaboration to improve students' learning experiences.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100083"},"PeriodicalIF":0.0,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146821","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":"Integrating Social Emotional Learning, mindfulness, and nutrition education into curricula to promote self-regulation and healthy eating behaviors among preschoolers","authors":"Rachel Razza ,&nbsp;Lynn Brann","doi":"10.1016/j.sel.2025.100081","DOIUrl":"10.1016/j.sel.2025.100081","url":null,"abstract":"<div><div>The overlap between children’s general self-regulatory skills and self-regulation of eating is notably complex and may be a common mechanism and target of intervention to promote child health and wellbeing. Social Emotional Learning (SEL) components align with both nutrition and mindfulness-based practices and can be integrated into programs to intentionally nurture the whole child. Mindfulness-based practice may be a unique strategy for childhood overweight and obesity prevention, as it has the potential to support children’s development of mind-body awareness and self-regulation to develop a healthy and nourishing relationship with food at an early age. This paper examines the complexity of self-regulation and explores common origins of general and eating self-regulation within families and early education and childcare settings, with a focus on the important roles of parents and teachers in supporting child behavior. Additionally, the intersections among SEL, mindfulness-based practices, and nutrition education are explored to show how these linkages may be utilized within the context of early intervention to shape children’s healthy eating and early self-regulatory behaviors. Finally, we discuss future research needs and implications to advance the understanding of connections between general self-regulation and ASR during this critical period of child development.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100081"},"PeriodicalIF":0.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146823","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}