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

{"title":"The effects of summer learning on social-emotional and behavioral outcomes: A meta-analysis","authors":"Kathleen Lynch ,&nbsp;Lindsay Lanteri ,&nbsp;Lily An ,&nbsp;Zid Mancenido ,&nbsp;Jennifer Richardson","doi":"10.1016/j.sel.2025.100101","DOIUrl":"10.1016/j.sel.2025.100101","url":null,"abstract":"<div><div>Recent meta-analyses have documented positive impacts of summer learning programs on literacy and mathematics skills; however, summer learning programs’ effects on SEL outcomes are not well understood. This study comprises a meta-analysis of 36 empirical studies of the effects of summer learning programs for grades PK–12 students. The findings indicated a pooled mean effect size of 0.13 standard deviations on overall SEL outcomes. Positive mean impacts were seen in each of the subdomains examined, including academic mindsets, effort, and attitudes; academic behaviors; and social skills and behavioral adjustment. We also examine potential moderators that may explain variation in these impacts. The findings show that summer learning programs can potentially improve both academic and SEL competencies. We discuss recommendations for future research and implications for practice.</div></div><div><h3>Impact statement</h3><div>Approximately three-quarters of U.S. public schools have administered summer programs in recent years. However, summer learning programs’ effects on SEL outcomes are not well understood. We present a comprehensive meta-analysis of the effects of summer learning programs on PK–12 students’ SEL outcomes.</div><div>The meta-analysis indicates that summer learning programs can have significant positive effects on students’ SEL outcomes, suggesting that summer programs have the potential to improve both academic and SEL competencies.</div><div>Researchers and policymakers can use these findings to inform decision-making regarding summer learning programs’ design and implementation, as well as future research that can further strengthen the evidence base.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100101"},"PeriodicalIF":0.0,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654509","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 preschool teachers’ social-emotional competencies and “lenses” for challenging behavior in Virginia’s early childhood mental health consultation program","authors":"Ann M. Partee,&nbsp;Ann S. Lhospital,&nbsp;Sarah A. Hammond,&nbsp;Amanda P. Williford,&nbsp;Jason T. Downer","doi":"10.1016/j.sel.2025.100096","DOIUrl":"10.1016/j.sel.2025.100096","url":null,"abstract":"<div><div>This paper introduces the <em>Lenses for Children and Families</em> tool, a practitioner-friendly framework to understand and promote teacher attributions for challenging behavior—or how teachers perceive behaviors. We first argue that teacher attributions for challenging behavior are an important social-emotional competency, and that to shift attributions, teachers draw on other social-emotional competencies including self-awareness, emotion regulation, and perspective taking. Then, we describe how the Lenses tool was used to help early childhood teachers notice and shift their attributions for children’s challenging behaviors as part of the Virginia Early Childhood Mental Health Consultation pilot program. We illustrate examples of teachers and consultants using the Lenses tool through short vignettes drawn from actual cases. We conclude by providing considerations for practitioners interested in addressing teachers’ attributions for challenging behavior as part of their work to support teachers’ social-emotional competencies.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100096"},"PeriodicalIF":0.0,"publicationDate":"2025-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682315","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":"Infusing social-emotional skills into a career and life planning course for college adults: A qualitative analysis and quantitative summary of student perceptions at post-course and at post-college follow-up","authors":"Maya Hareli ,&nbsp;Joshua C. Knutsen ,&nbsp;Lauren M. Nowakowski ,&nbsp;Colleen S. Conley ,&nbsp;Carol H. Gonzales","doi":"10.1016/j.sel.2025.100097","DOIUrl":"10.1016/j.sel.2025.100097","url":null,"abstract":"<div><div>Social and emotional learning (SEL) is important for the healthy functioning of emerging adults. This research presents the qualitative themes and quantitative evaluations emerging from student perceptions of a college <em>Career and Life Planning</em> course that was enhanced with social emotional skill-building opportunities. Students (<em>N</em> = 52) enrolled in one of four consecutive sections of this course and provided open- and closed-ended survey responses at the end of the semester (post-course, or “post”) and at six months after graduating (post-college follow-up, or “follow-up”; which ranged from 6 to 22 months after completing the course, depending on each student’s semester of enrollment). A thematic analysis uncovered students’ perceptions of the value and relevance of course content and skills as well as of the intervention delivery through six broad themes: practicality and usefulness, self-discovery, sense of fortitude, sense of community, personal opinions/relevance, and content dissemination methods. Descriptive statistics, based on responses to closed-ended questions, substantiated the themes and further highlighted the impact of students’ positive course experiences on their personal and professional lives. This research highlights both barriers to and facilitators of SEL integration into higher education curricula in order to nurture and support emerging adults as they become leaders and modelers of SEL for the next generation.</div></div><div><h3>Impact statement</h3><div>This study examines students’ feedback about a social-emotional learning (SEL) intervention integrated into a college <em>Career and Life Planning</em> course. Through a thematic analysis, we found students commented on the value and relevance of course content and skills they learned, and also shared their thoughts on how the intervention was delivered. Numerical data show students were generally satisfied with the course content and had feedback about how the course and SEL curriculum design could be improved. This work offers practical advice for effective research-practice collaborations and policy changes to support long-term use of SEL in higher education.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100097"},"PeriodicalIF":0.0,"publicationDate":"2025-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143863757","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":"Social and emotional learning enhancing teacher well-being and professional development in Taiwan: A preliminary study of the BEST ME program","authors":"Marissa Yi-Hsuan Wu ,&nbsp;Hsueh-Chih Chen ,&nbsp;Peiying Chen","doi":"10.1016/j.sel.2025.100098","DOIUrl":"10.1016/j.sel.2025.100098","url":null,"abstract":"<div><div>Teacher well-being is integral to effective education, yet many teachers face persistent stress and burnout. This paper presents a preliminary evaluation of the BEST ME professional development program, a Social and Emotional Learning (SEL) initiative aimed at improving teacher well-being and professional competencies in Taiwan. The study comprises two phases, engaging a total of 130 teachers. In Study 1, a quasi-experimental design investigates the program’s impact on general well-being, including both positive (subjective well-being: psychological, social, and emotional well-being) and negative (depression, anxiety, and stress) emotional states; emotional labor strategies (surface acting, genuine expression, and deep acting); and personal resources such as self-compassion and teaching self-efficacy. Delivered through a hybrid model combining in-person sessions with simultaneous online live streaming, the program demonstrates significant improvements in psychological, social, and emotional well-being, reductions in stress and anxiety, and increases in self-compassion and genuine emotional expression. In-person participants report stronger social connections and decreased depression compared to online participants. Study 2 examines the program's scalability through a train-the-trainer model involving 22 participants. The model successfully enhances SEL buy-in, deepens understanding of the program, and equips teachers with facilitation skills for sustainable implementation, enabling wider adoption of the program across diverse educational settings. This preliminary study highlights the potential of the BEST ME program to address critical aspects of teacher well-being and its promise for systemic professional development initiatives.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100098"},"PeriodicalIF":0.0,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654510","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":"Teacher educators’ reflections on supporting pre-service and early career educators’ social-emotional learning","authors":"Alison Hooper,&nbsp;Kristin Johnson","doi":"10.1016/j.sel.2025.100100","DOIUrl":"10.1016/j.sel.2025.100100","url":null,"abstract":"<div><div>Social-emotional learning (SEL) is crucial for students’ success, and students can best develop SEL competencies when their teachers explicitly and implicitly teach and model these competencies. However, teachers typically receive relatively little training and support in building their own SEL competencies. This limited training, paired with the stress and emotional labor of teaching, can lead teachers’ own SEL and accompanying well-being to suffer. Here, we share our reflections on supporting pre-service and in-service teachers’ social-emotional learning (SEL). We are two teacher educators who strongly value building SEL competencies, especially among novice teachers, but sometimes struggle with how to do so. We share some of our efforts, initiatives, successes, and setbacks in hopes they may help advance the conversation about SEL in teacher education programs.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100100"},"PeriodicalIF":0.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577579","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":"Collegial relationships as a vehicle for adult SEL: Educator relationships and the development of adult social and emotional competencies","authors":"Lex Nappa,&nbsp;Ta-yang Hsieh","doi":"10.1016/j.sel.2025.100099","DOIUrl":"10.1016/j.sel.2025.100099","url":null,"abstract":"<div><div>Inclusion of adult social and emotional learning (SEL) in research, practice, and policy signals a paradigm shift towards a more equitable and ecological approach to schoolwide social and emotional well-being. Educators who demonstrate strong social and emotional competencies (SECs) can co-create safe, supportive, and encouraging relationships not only for their students, but also for their colleagues as well as the whole school community. In this paper, we explore how educator relationships can facilitate the development of adult SECs amidst complex inequities and professional challenges inherent in school systems. We analyzed focus groups and interviews with educators nationwide (<em>n</em> = 61) using the CASEL model of SEL as a framework. We wanted to understand the role of educator relationships in adult SEC development, and how adult SECs may reciprocally reinforce educator relationships. Educators provided insights across several dimensions of SEL, demonstrating the interdependence of relationships and adult social and emotional well-being. Practical strategies and approaches for educator relationship building, organized by adult SEC categories, are also presented as a tool for practitioners. This study’s findings highlight the significance of cultivating positive educator relationships as part of Transformative SEL initiatives to ensure that all educators have what they need to promote social and emotional well-being for themselves, their students, and their school communities.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100099"},"PeriodicalIF":0.0,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143716328","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 learning in infant and toddler storytimes: Family-focused approaches and strategies","authors":"Jacqueline Kociubuk ,&nbsp;Kathleen Campana ,&nbsp;J. Elizabeth Mills ,&nbsp;Kimberly Garrison","doi":"10.1016/j.sel.2025.100094","DOIUrl":"10.1016/j.sel.2025.100094","url":null,"abstract":"<div><div>The first few years of a child’s life are a crucial time for developing initial social and emotional skills, with the parent/caregiver playing an important role in this development. However, many new parents/caregivers may not fully understand how to encourage positive social-emotional learning for their infants and toddlers. Given their recognition as an important out-of-school learning environment and their strong early childhood and family engagement services, public libraries could be an important environment for supporting SEL for children and their caregivers during the early years of a child’s life. This descriptive study used observations, interviews, and a survey to explore how public library storytimes are encouraging and supporting SEL for infants, toddlers, and their caregivers. The findings reveal that storytimes are supporting a variety of SEL skills and concepts but areas of growth exist in the SEL supports that are provided in storytimes. Some of these areas may be due to gaps in the library educators’ knowledge and self-efficacy related to supporting SEL for infants, toddlers, and their parents/caregivers. These findings point to a need for more resources and further professional development around supporting SEL for infants and toddlers as well as engaging and empowering their caregivers.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100094"},"PeriodicalIF":0.0,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143577581","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":"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}