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

{"title":"Designing for agency and voice: A review of creative and experiential out-of-school programs","authors":"Erica D’Souza ,&nbsp;Amabel Hunting ,&nbsp;Ricardo Sosa ,&nbsp;Cheryl Ware ,&nbsp;Loïc Le Dé ,&nbsp;Andrew Gibbons","doi":"10.1016/j.sel.2025.100110","DOIUrl":"10.1016/j.sel.2025.100110","url":null,"abstract":"<div><div>Traditionally, Out-of-School Time (OST) programs sought to provide childminding facilities and supplementary academic support to youth. However, they have evolved to deliver programs that support positive youth development with hands-on inquiry to not only support children and adolescents through key developmental stages but to also navigate socio-political challenges. This scoping review investigates creative and experiential OST programs, their design practices and subsequent outcomes. Results from 40 articles highlight the varied, strengths-based practices which centre around increasing participant involvement in decision-making by emphasising flexibility and choice, while staff work collaboratively alongside them. However, for most, rigorous evaluation was lacking and most studies failed to substantiate their claims of fulfilling the development of voice and agentic identity in youth. Future evaluations must ensure they provide evidence of correlating program design with observed outcomes.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100110"},"PeriodicalIF":0.0,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143873645","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":"Psychosocial Swiss Cheese: A model for supporting student mental health and wellbeing in higher education","authors":"Danielle M. Feeney,&nbsp;Andrew M. Holbrook,&nbsp;Ashley Bonfield","doi":"10.1016/j.sel.2025.100106","DOIUrl":"10.1016/j.sel.2025.100106","url":null,"abstract":"<div><div>Students experience higher levels of stress, anxiety, and feelings of isolation during their transition into higher education, which are exacerbated for students with minoritized and marginalized identities. These challenges are not limited to those surrounding their academic progress but also include several factors that impact their social and emotional wellbeing. Therefore, higher education instructors play a key role in implementing Social and Emotional Learning (SEL) to support students’ psychosocial health and create affirming, identity-honoring environments where all students’ needs are met. Using an adapted version of Reason’s Swiss Cheese Model (2000), we present a framework for providing layered social and emotional support to address CASEL’s core competencies within the higher education landscape. The article describes the importance of each layer, along with examples of strategies we’ve found to be successful. We aim to emphasize the importance of each layer as a component of a larger application system for the SEL Framework and contribute valuable insights that can reshape how postsecondary instructors approach overall student wellbeing in inclusive ways.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100106"},"PeriodicalIF":0.0,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143838687","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":"The prosocial school leader: Theory, research, and action","authors":"Julia Mahfouz ,&nbsp;Mark T. Greenberg ,&nbsp;Roger P. Weissberg ,&nbsp;Chi Kim ,&nbsp;Christa Turksma","doi":"10.1016/j.sel.2025.100102","DOIUrl":"10.1016/j.sel.2025.100102","url":null,"abstract":"<div><h3>Purpose</h3><div>The purpose of this article is to propose a model of the prosocial school leader that shows how the principals’ social emotional competencies (SECs), wellbeing, and leadership form the foundation that influences the overall school climate, teacher functioning and wellbeing, family and community partnerships, and downstream student outcomes.</div></div><div><h3>Proposed conceptual argument or model</h3><div>The authors hypothesize that effective leadership practices, healthy relationships, effective SEL program implementation, and effective family and community partnerships all mediate school climate, teacher performance, and student outcomes.</div></div><div><h3>Implications</h3><div>Finally, the authors discuss how to support principals to develop the SECs necessary to lead and implement SEL initiatives in their buildings.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100102"},"PeriodicalIF":0.0,"publicationDate":"2025-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143792392","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":"Development of the student emotion regulation assessment (SERA) for children and adolescents in grades 1–12","authors":"Zi Jia Ng,&nbsp;Cynthia J. Willner,&nbsp;Jessica D. Hoffmann,&nbsp;Craig S. Bailey,&nbsp;Victoria Mack,&nbsp;Marc A. Brackett,&nbsp;Christina Cipriano","doi":"10.1016/j.sel.2025.100104","DOIUrl":"10.1016/j.sel.2025.100104","url":null,"abstract":"<div><div>Although an increasing number of schools are prioritizing Social and Emotional Learning (SEL) across grade levels, interest in SEL programming is outpacing the development of valid SEL assessments. Through a series of studies, the voices of 8083 students and 114 educators were engaged in the development of the Student Emotion Regulation Assessment (SERA). We report the results of four studies that examine the internal consistency and factor structure of the SERA, which seeks to measure students’ use of eight emotion regulation strategies (avoidance/escape, acceptance, distraction, emotional support-seeking, problem-solving, reappraisal, rumination/repetitive thinking, and somatic relaxation) to manage anger, anxiety, boredom, and sadness across commonly occurring and school-related academic and social situations. Results also begin to establish the ecological validity and perceived utility of the tool by students and educators, including the reports which provide students’ patterns of emotion regulation strategy use. Implications for the development of SEL assessments and their application are discussed.</div></div><div><h3>Impact statement</h3><div>Bridging the gap between assessment development and use, this paper describes the iterative development of the Student Emotion Regulation Assessment to create a tool that is scientifically rigorous, relevant, and practical for schools. It is a digital vignette-based assessment that measures students’ use of eight different strategies (acceptance, avoidance/escape, distraction, emotional support-seeking, problem solving, reappraisal/reframing, rumination/repetitive thinking, somatic relaxation) to manage anger, anxiety, boredom, and sadness across commonly occurring academic and social situations in or related to school. It provides individual data reports for students in grades 6–12 and aggregated data reports for schools working with grades 1–12.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100104"},"PeriodicalIF":0.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143682314","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":"Happiness in education from the lens of children: Photovoice of students in government run schools in India","authors":"Mansi Nanda ,&nbsp;Jwalin Patel ,&nbsp;Seema Nath ,&nbsp;Sreehari Ravindranath","doi":"10.1016/j.sel.2025.100103","DOIUrl":"10.1016/j.sel.2025.100103","url":null,"abstract":"<div><div>There is a growing emphasis on integrating various aspects of learning to live together, social and emotional learning, emotional intelligence, global citizenship education, education for sustainable development, peace education, and human rights education into education, particularly in the Global South. Existing frameworks underscore the need for holistic development, yet very few studies focus on capturing children's perspectives on happiness in educational settings. This study explores children's perceptions of happiness within the educational context of government-run schools in India, using a qualitative approach. Employing photovoice method, the study engaged 54 students from six schools, capturing their insights through photographs and discussions. The findings highlight three central themes: connectedness to self, others, and the society. Children expressed happiness through self-awareness activities, supportive relationships with peers, teachers, and parents, and a sense of social responsibility, particularly in environmental stewardship and inclusivity. These insights emphasise the importance of social and emotional learning and the integration of happiness curricula, particularly in the Global South, where educational frameworks are increasingly acknowledging holistic development. The study underscores the need for educational practices that foster reflection, empathy, and community engagement, aligning with broader global educational trends. The research contributes valuable perspectives to the discourse on happiness in education, particularly in under-resourced settings, advocating for policies that prioritise well-being alongside academic achievement.</div></div><div><h3>Impact statement</h3><div>This research offers groundbreaking insights into children's happiness in education, emphasising the need for holistic development in under-resourced contexts. Through the innovative use of photovoice, 54 children from Indian government schools revealed that happiness stems from self-awareness, strong relationships, and a sense of social responsibility. These findings challenge conventional education systems that focus solely on academic achievement, urging policymakers and educators to prioritise emotional well-being, relationship building and community engagement. In regions like the Global South, where education reform is critical, this study makes a compelling case for integrating social and emotional learning into curricula to foster resilient, empathetic global citizens.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100103"},"PeriodicalIF":0.0,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143705910","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":"Testing the Social-Emotional and Character Development (SECD) approach with student mental health and academic outcomes","authors":"May Yuan ,&nbsp;Marisa MacDonnell ,&nbsp;Polina Poliakova ,&nbsp;Danielle R. Hatchimonji ,&nbsp;Arielle C.V. Linsky ,&nbsp;Edward A. Selby ,&nbsp;Maurice J. Elias","doi":"10.1016/j.sel.2025.100105","DOIUrl":"10.1016/j.sel.2025.100105","url":null,"abstract":"<div><div>The present study examined the relationships between character virtues, social-emotional learning (SEL) skills, purpose, student mental health reports, and academic grades within the framework of a social-emotional learning and character development (SECD) approach. Path analyses were conducted using data collected from a SECD intervention in an urban mid-Atlantic school district. Participants consisted of 389 students from three participating middle schools. Analysis of cross-sectional data extracted from a single time point within the broader longitudinal study revealed significant relationships between character virtues and mental well-being, as well as between social-emotional learning (SEL) competencies and academic performance. A path analysis model demonstrated satisfactory fit, with character virtues and SEL skills as predictors, purpose as a \"superordinate\" virtue, and mental health and academic grades as outcome variables. These findings illuminate the potential pathways through which SECD components relate to academic grades and mental health, highlighting the importance of positive purpose within the SECD approach. Implications for further research and program development are discussed.</div><div><strong>Impact Statement</strong></div><div>Our study fills a critical research gap by examining the impact of integrating social-emotional learning and character development (SECD) pedagogy on two key student outcomes: academic grades and mental health. Using data from a district-wide SECD curriculum implemented in multiple schools, we investigate the relationship between social-emotional skills, character virtues, and positive purpose, offering valuable empirical evidence to support this pedagogical approach. This research not only sheds light on the SECD-student outcomes link but also provides recommendations for future evidence-based SECD programs and policies, informing further research and advancing the field.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100105"},"PeriodicalIF":0.0,"publicationDate":"2025-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143760071","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 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}