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

{"title":"Mindful qualities of teaching: A collaborative analysis of teachers’ recollections of classroom interactions","authors":"Corissa S. Mazurkiewicz ,&nbsp;Almut K. Zieher ,&nbsp;Kylie Anglin","doi":"10.1016/j.sel.2025.100162","DOIUrl":"10.1016/j.sel.2025.100162","url":null,"abstract":"<div><div>Teaching is a stressful profession that requires extensive social-emotional competence. Interventions that promote mindfulness offer one promising approach to supporting teacher social-emotional competence, while improving teacher well-being. However, we still have a limited understanding of how mindfulness operates within teachers, in their thoughts and experiences of classroom interactions. That is, we have little understanding of mindful teaching. This is due in part to challenges that come with trying to “peek into the mind.” In this study, we aim to “peek into the mind” of teachers through analysis of same-day teacher written recollections of classroom interactions. With a panel of contemplative practitioners with teaching experience, we collaboratively identify evidence and counter-evidence of mindfulness in these recollections, deriving insights into the nature of mindful teaching. Through inductive analysis, we identified eight mindful qualities: self-awareness, observation, presence, compassion, discernment, responsivity, wisdom, and curiosity. We illuminate how evidence of the presence – and equally important – the absence of each of these qualities within a given moment may be reflected in teacher recollections of their internal experience. We close with implications for mindfulness trainings to promote teacher social-emotional competence and for measure development.</div></div><div><h3>Impact Statement</h3><div>Mindfulness or applying an open, non-judgmental attitude to present-moment attention is context specific. Mindfulness during a yoga class is likely different from mindfulness in a K-12 classroom. We set out to better understand mindful teaching (i.e. applying mindfulness to the teaching context). Based on teacher recollections of classroom interactions, we identified eight mindful qualities. Five reflect a continuum from low to high mindfulness: self-awareness, observation, presence, discernment and compassion. Three reflect a dialectic with mindfulness at the balance point: responsivity, wisdom, and curiosity. These qualities can inform context-specific mindfulness interventions for teachers supporting social emotional competence and further measurement development.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100162"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145527983","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":"Articulating Israel’s first developmentally appropriate SEL standards from birth to age 18 years via collaborative action research","authors":"Daphne Kopelman-Rubin ,&nbsp;Netta Sagie ,&nbsp;Heidi J. Gleit ,&nbsp;Iris Heskia-Barad ,&nbsp;Mark T. Greenberg","doi":"10.1016/j.sel.2025.100143","DOIUrl":"10.1016/j.sel.2025.100143","url":null,"abstract":"<div><div>This study presents the first attempt in Israel to articulate developmentally appropriate social-emotional learning (SEL) standards through a collaborative process in a major local authority home to a diverse population. Between September 2020 and August 2023, the initiative employed collaborative action research methodology, engaging researchers, local leaders, and educators. The first two years focused on co-developing SEL standards, while the third year centered on synthesizing insight and preparing for follow-up research in additional communities. The present article focuses on the first two years (i.e., September 2020 to August 2022), during which the process integrated CASEL’s SEL framework and the Delphi method to generate broad stakeholder consensus. The resulting framework includes 13 SEL competencies, organized into three core domains: intrapersonal, interpersonal, and responsible decision-making. Each competency is accompanied by a continuum of 2–6 developmental benchmarks (goals) for a series of age groups from birth to age 18. Findings highlight the value of interdisciplinary collaboration and local adaptation. While the standards are grounded in one culturally diverse local authority, further culturally responsive development is required to tailor the standards to various groups in Israel, including Arab society. The study emphasizes the importance of participatory approaches and the need for future research on implementation, assessment, and the inclusion of voices such as students and parents. The proposed framework offers a foundational model for advancing SEL in diverse educational systems worldwide.</div></div><div><h3>Impact statement</h3><div>This article presents the rationale and multi-stage process of formulating developmentally appropriate SEL standards through broad stakeholder consensus in a diverse Israeli local authority. It shares examples from the resulting standards and the inclusive methodology used to create them. As one of the first documented efforts outside the US to develop contextually grounded SEL standards, the article provides a potential model for policymakers and practitioners in other local authorities, both in Israel and internationally, seeking to implement effective, data-informed SEL frameworks.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100143"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219423","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 “Cultural adaptation of the DESSA high-school student self report for chinese adolescents” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100055]","authors":"Evelyn. Johnson ,&nbsp;Yuzhu Zheng ,&nbsp;Matthew Buczek ,&nbsp;Yan Ping ,&nbsp;Daibao Guo","doi":"10.1016/j.sel.2025.100146","DOIUrl":"10.1016/j.sel.2025.100146","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100146"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145264975","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 “Securing the foundation: Providing supports and building teacher capacity for SEL implementation through a university-based continuing education course” [Social and Emotional Learning: Research, Practice, and Policy 5 (2025) 100082]","authors":"Addison M. Duane ,&nbsp;Justin D. Caouette ,&nbsp;Kamryn S. Morris ,&nbsp;Ashley N. Metzger ,&nbsp;Valerie B. Shapiro ,&nbsp;CalHOPE Research Committee","doi":"10.1016/j.sel.2025.100153","DOIUrl":"10.1016/j.sel.2025.100153","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100153"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145265828","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":"Teachers who use cognitive reappraisal to manage their emotions are more forgiving of others","authors":"Zachary T. Schornick,&nbsp;Summer S. Braun","doi":"10.1016/j.sel.2025.100158","DOIUrl":"10.1016/j.sel.2025.100158","url":null,"abstract":"<div><div>Given that both effectively managing one’s emotions and maintaining healthy relationships is of particular importance to those in the teaching profession, the present study examined the association between teachers’ emotion regulation strategies and their tendency to forgive others. Data from 516 Kindergarten-12th grade teachers were analyzed to address the following research questions: RQ₁) Is teachers’ use of cognitive reappraisal associated with their tendency to forgive? And RQ₂) Is teachers’ use of expressive suppression associated with their tendency to forgive? Teachers’ use of cognitive reappraisal positively predicted their tendency to forgive others, while expressive suppression was not associated with teachers’ tendency to forgive. This line of inquiry expands the field’s understanding of adult social and emotional learning by investigating the association between key social and emotional competencies in teachers, providing insight into the skills underlying teachers’ conflict management strategies.</div></div><div><h3>Impact statement</h3><div>Results from the present study suggest that teachers’ use of cognitive reappraisal, a healthy emotion regulation strategy, predicts teachers’ dispositional forgiveness towards others, and provide initial evidence that teachers’ emotional competencies may predict their social competencies. These results expand the field’s understanding of the interplay between adults’ social and emotional competencies and further the field’s understanding of the contributors to teachers’ social and emotional learning.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100158"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361518","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":"Conceptualizing teachers’ occupational health and personal well-being for research on adult SEL: The Domain-Specific Valence model","authors":"Summer S. Braun ,&nbsp;Robert W. Roeser","doi":"10.1016/j.sel.2025.100157","DOIUrl":"10.1016/j.sel.2025.100157","url":null,"abstract":"<div><div>The study of “teacher well-being” is plagued by the jingle-jangle fallacy, where the term “teacher well-being” has been used to describe a variety of different psychological constructs. In this paper, we synthesize existing models across disciplines to provide a unifying conceptual framework – the Domain-Specific Valence (DSV) model of teachers’ occupational health and personal well-being – to provide common terminology to be used in future work related to adult social and emotional learning (SEL). This model addresses the need for greater clarity in <em>domain-specificity</em> (occupational health vs. personal well-being), and a wider assessment of both unpleasant and pleasant emotional states (i.e., <em>valence</em>) in the study of “teacher well-being.” We also review research demonstrating the correlates and consequences of teachers’ occupational health and personal well-being for teacher, classroom, and student outcomes to emphasize the importance of this topic of study. We then situate this conceptual model within the Contemplative Social and Emotional Learning (CSEL) model of teacher professional development, in which occupational health and personal well-being are theorized as proximal outcomes of intervention programs targeting adult SEL. Finally, we offer a list of provisional measures that can be employed to assess teachers’ occupational health and personal well-being, and suggest avenues for measurement work to optimize our assessment of these constructs in the educational context.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100157"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361520","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":"Helping students weather the pandemic: A mixed-methods study of rural educators and their students’ wellbeing","authors":"Amanda J. Nguyen ,&nbsp;Jieun Sung ,&nbsp;Toshna Pandey ,&nbsp;Candra Skrzypek ,&nbsp;Kathy Hosig ,&nbsp;Catherine P. Bradshaw","doi":"10.1016/j.sel.2025.100161","DOIUrl":"10.1016/j.sel.2025.100161","url":null,"abstract":"<div><div>Rural schools have fewer resources to support student health and social-emotional wellbeing; they have also been underrepresented in education research and policy. Geographic variation influenced schools’ experiences of the pandemic, highlighting a myriad of ways in which it may have exacerbated pre-existing inequities based on rurality. This mixed-method study aimed to gain a better understanding of how the pandemic impacted the delivery of school-based mental and behavioral health supports to address the social and emotional needs of students and educators in rural schools across Virginia. Data were collected between July and December 2020. In Phase 1, we conducted group and individual qualitative interviews with 17 school staff and administrators. Phase 2 consisted of a largely quantitative online survey of 349 school staff from 37 rural districts. Both phases explored respondents’ perspectives of pandemic impacts on students’ academic and social-emotional well-being, school supports for students, and educators’ personal and occupational health. Open-ended survey questions provided further insight into survey responses. Educators reported substantial negative impacts across all domains. Comparative analyses identified disproportionate concerns reported by women, staff serving higher grade levels, and educators of color. Positive impacts included benefits of alternative instruction for some students, as well as staff professional growth and reassessment of values. Taken together, study findings highlight underrepresented rural educators’ experiences and the value of mixed-methods approaches for centering educator voice.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100161"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145473851","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 “Feel your best self: Insights from elementary teachers’ use in teaching emotion-focused coping strategies” [Social and Emotional Learning: Research, Practice, and Policy Vol. 3 (June) (2024) 100037]","authors":"Jessica B. Koslouski,&nbsp;Emily A. Iovino,&nbsp;Sandra M. Chafouleas","doi":"10.1016/j.sel.2025.100144","DOIUrl":"10.1016/j.sel.2025.100144","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100144"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145219426","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":"Measuring adults’ social and emotional competencies: Development and validation of a new self-report questionnaire – Social and emotional competencies questionnaire - Hebrew (SECQ-H)","authors":"Haggai Kupermintz ,&nbsp;Einat Kleider Tesler ,&nbsp;Heidi Gleit ,&nbsp;Daphne Kopelman-Rubin","doi":"10.1016/j.sel.2025.100168","DOIUrl":"10.1016/j.sel.2025.100168","url":null,"abstract":"<div><div>This study presents the development and validation of the Social and Emotional Competencies Questionnaire in Hebrew (SECQ-H), which aims to assess the social and emotional competencies (SEC) of adults in Israel. This instrument is grounded in the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework for social and emotional learning (SEL), which categorizes SEC into five core areas: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The SECQ-H was developed to address the need for universal, culturally appropriate SEC measures. Following a comprehensive translation and adaptation process, a pilot version was utilized as a tool for self-reflection and framing during professional development activities for educators. The final version was administered to 573 educators across Israel. Analyses provided support for the validity of CASEL’s 5-factor model and the reliability of the resulting scales. Factor analysis patterns shed light on the theoretical distinctions between the underlying constructs. Findings also revealed significant differences between the scales’ average ratings. The SECQ-H shows promise for use in educational contexts such as professional development, pedagogical discourse, research, and program evaluation. It may also be a valuable tool for researchers and practitioners in other fields and for additional populations. Future research should explore convergent validity with other assessment methods and adapt the questionnaire for additional cultural contexts, including developing an Arabic version.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100168"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145693512","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":"Acceptability and student engagement in high school social emotional learning: A mixed-methods study of the development of Well Connected©","authors":"Elise T. Pas ,&nbsp;Katrina J. Debnam ,&nbsp;Jessika H. Bottiani ,&nbsp;Danielle De Lucia ,&nbsp;Catherine P. Bradshaw","doi":"10.1016/j.sel.2025.100166","DOIUrl":"10.1016/j.sel.2025.100166","url":null,"abstract":"<div><div>The groundbreaking work of Roger Weissberg and the Collaborative for Academic, Social, and Emotional Learning (CASEL, 2015) framework have resulted in increased interest in social and emotional learning (SEL) across multiple grade levels and school types, including high schools. As research and programming emerge for this critical and often overlooked adolescent audience, it is important to understand both how high school teachers and students perceive SEL and which programmatic features are most engaging for high schoolers. Using a mixed-methods approach, we examined closed- and open-ended survey responses collected from students and their teachers in 16 high schools across the 2020–2021 remote schooling year. This was conducted as part of the development of the <em>Well Connected</em>© SEL and wellness curriculum, which was recently created through a research-practice partnership (Pas et al., 2024). Findings indicate high acceptability of SEL, with about three-quarters of teachers and students reporting that it is important or extremely important to explicitly teach SEL. Over 80 % reported that <em>Well Connected</em>© content was a fit for their grade level. Despite this, student engagement was noted as the top challenge for teachers. The most preferred engagement strategies were games and low-stakes ways for students to share ideas (e.g., polling students). Themes about technology and teacher readiness to implement emerged in both the qualitative and quantitative data. We highlight implications for optimizing implementation of SEL in high schools. We note how these findings complement the legacy of Dr. Weissberg and his research on SEL.</div></div><div><h3>Impact Statement</h3><div>Social and emotional learning (SEL) is linked to improved student outcomes. There are relatively few SEL programs available for and tested in high schools. This study examines how high school teachers and students perceived an SEL and wellness program and which programmatic features effectively engaged high schoolers. The data for this study were collected as part of the development of <em>Well Connected©</em> in close collaboration with a large district and sought input from teachers and students in 17 high schools. Findings indicate high acceptability of SEL programming with concurrent challenges to engage students. The most preferred engagement strategies were games and low-stakes ways for students to share ideas.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100166"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623411","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}