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

{"title":"Erratum to “Civic reasoning depends on transcendent thinking: Implications of adolescent brain development for SEL” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100067]","authors":"Mary Helen Immordino-Yang , Christina Kundrak , Douglas Knecht , Jamaal Matthews","doi":"10.1016/j.sel.2025.100151","DOIUrl":"10.1016/j.sel.2025.100151","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100151"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145361519","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":"Evolving transformative social and emotional learning with an ecological perspective","authors":"Renee Owen ,&nbsp;Meena Srinivasan ,&nbsp;Shannon Wanless","doi":"10.1016/j.sel.2025.100126","DOIUrl":"10.1016/j.sel.2025.100126","url":null,"abstract":"<div><div>Climate change is a complex issue that needs to be more fully addressed in schools. There may be a critical role for the field of social and emotional learning (SEL) to play in helping educators and students talk about climate change and understand their role in climate action, as members of an interconnected ecosystem. We propose that for SEL to be able to serve climate education, it must build on its recent transformative evolution to be more firmly grounded in equity (Transformative SEL; tSEL) by taking an ecological perspective – a perspective that acknowledges the interconnectedness of all living things with a focus on interdependence and interbeing. The article maps the development of SEL from personal to transformative and proposes further evolving SEL to integrate an ecological perspective. Addressing the need for an ecological ontology in tSEL, and explicitly including climate justice and climate action in the transformative SEL pedagogical construct, would help ensure tSEL fulfills its intended outcome to transform systemic inequity. The article includes examples of ecological pedagogical applications that address climate justice within tSEL practices.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100126"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144330226","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 “Positive Pedagogies: Co-creation partnerships to support social and emotional learning in higher education” [Social and Emotional Learning: Research, Practice, and Policy 3 (2024) 100035]","authors":"Sharron L. Wilson ,&nbsp;Elena Riva ,&nbsp;Kate Lister","doi":"10.1016/j.sel.2025.100155","DOIUrl":"10.1016/j.sel.2025.100155","url":null,"abstract":"","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100155"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145332836","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":"Preliminary feasibility study of a global training-of-trainers for the Social, Emotional and Ethical Learning program","authors":"Tenzin Sonam ,&nbsp;Corina Aguilar-Raab ,&nbsp;Christa Tinari ,&nbsp;Robert W. Roeser","doi":"10.1016/j.sel.2025.100164","DOIUrl":"10.1016/j.sel.2025.100164","url":null,"abstract":"<div><div>The SEE Learning® (Social, Emotional and Ethical Learning Program) is a K-12 curriculum developed at Emory University and launched globally in 2019. The program aims to foster awareness, compassion, and ethical engagement in students. To address the high demand for the program across the world, a hybrid training-of-trainers (ToT) course was introduced in 2020. This paper presents the model for this ToT course, as well as feasibility data regarding trainees' experience of it. Given the lack of evidence-based models for effectively training trainers to deliver social and emotional learning (SEL) programs, this mixed-method feasibility study is meant to spur more discussion and research on the topic. The study, involving N = 166 trainees from 21 countries, aimed to answer three questions: 1) What were the qualifications and motivations of those selected into the ToT program? 2) How did the trainees respond to the program components and what aspects were perceived to be most effective? 3) What outcomes did they experience from receiving the program? Trainees indicated their motivations to enhance their knowledge of SEE Learning and to inspire teachers in their application program in the classroom. They also reported small group meetings as the most impactful in their understanding of the concepts, as well as their practice of the training competencies. Results indicated that trainees experienced an increase in content knowledge and confidence in applying the facilitation skills to train educators in the SEE Learning program. Preliminary results showed 72 % of trainees were certified at the conclusion of the ToT course. Implications for similar global efforts are discussed.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100164"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145528068","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":"Psychometric properties of a social and emotional competence assessment for middle school students","authors":"Clark McKown ,&nbsp;Nicole Russo-Ponsaran ,&nbsp;Matthew Wronski ,&nbsp;Ashley Karls","doi":"10.1016/j.sel.2025.100128","DOIUrl":"10.1016/j.sel.2025.100128","url":null,"abstract":"<div><div>This study describes the rationale, design, development, and technical properties of SELweb MS, a direct assessment of social and emotional competencies in middle school students. Assessment and item design were iteratively developed with input from youth and experts to measure five domains: Self-Awareness, Self-Management, Social Awareness, Relationship Skills, and Responsible Decision-Making. Across three studies involving more than 3600 students, SELweb MS subtest scores demonstrated moderate to strong internal consistency and six-month temporal stability reliability. In addition, confirmatory factor analysis supported a five-factor structure corresponding to the five competencies the assessment was designed to measure. Associations with alternative measures of the same competencies supported convergent validity and provided mixed support for discriminant validity. Finally, performance on SELweb MS was positively associated with teacher-rated social skills and academic engagement and negatively associated with problem behaviors.</div></div><div><h3>Impact Statement</h3><div>This paper described SELweb MS, a novel middle school assessment of social and emotional competencies. The paper includes three studies that together describe the iterative development of SELweb MS and its psychometric properties, including score reliability, structural validity, and criterion-related validity. Results suggest that scores derived from SELweb MS have good reliability and evidence of validity for characterizing student social and emotional strengths and needs.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100128"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144502095","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":"Developing children’s innate systems intelligence to enhance social and emotional learning","authors":"Peter M. Senge ,&nbsp;Lana Cook ,&nbsp;M. Jennifer Kitil ,&nbsp;Kimberly A. Schonert-Reichl ,&nbsp;Jean M. Clinton ,&nbsp;Mette Boell ,&nbsp;Jacob S. Martin ,&nbsp;Charlotte Ruddy","doi":"10.1016/j.sel.2025.100167","DOIUrl":"10.1016/j.sel.2025.100167","url":null,"abstract":"<div><div>This paper explores the concept of <em>systems intelligence</em> in children and highlights its links to social and emotional learning (SEL), proposing that young people possess an innate capacity to understand interdependence, relationships, and change within complex systems. The argument centers on the importance and feasibility of cultivating systems intelligence in children and youth as a response to the complex challenges societies face today. Traditional education often overlooks this innate capacity, emphasizing technical academic content and reductionistic approaches instead. Drawing on insights from Goleman and Senge’s (2014) <em>The Triple Focus</em>, we propose that integrating attention to intrapersonal, interpersonal, and broader social and ecological interdependence can deepen and extend SEL. Practical examples of systems intelligence in action—such as young children using feedback loops to resolve conflicts—illustrate the intuitive nature of this form of thinking. We also show that a variety of practical tools now exist to help educators weave systems science into SEL in diverse contexts. Finally, we situate cultivating systems intelligence within recent educational innovations, arguing that, together, these can enable a transformative educational paradigm that fosters both deeper understanding of interconnectedness and agency in addressing global issues.</div></div><div><h3>Impact Statement</h3><div>This paper highlights how children’s natural systems intelligence—their intuitive ability to see patterns, relationships, and interconnections—works together with social and emotional learning (SEL). SEL skills such as empathy, self-awareness, and perspective-taking can strengthen children’s systems intelligence, helping them understand how their actions influence others and the world around them. Using real classroom examples, the paper shows how combining systems intelligence and SEL supports students in navigating complex issues like conflict, community challenges, and climate change. The paper offers practical guidance for educators and clear direction for policymakers seeking to enhance student well-being, agency, and preparedness for an interconnected world.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"6 ","pages":"Article 100167"},"PeriodicalIF":0.0,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145693425","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":"“How did you love me so fast?”: Co-creating conditions for educator SEL and well-being","authors":"Dena N. Simmons ,&nbsp;Miriam Miller ,&nbsp;Shauna L. Tominey","doi":"10.1016/j.sel.2025.100077","DOIUrl":"10.1016/j.sel.2025.100077","url":null,"abstract":"<div><div>This paper discusses an innovative approach to professional development focused on adult SEL and well-being called the LiberatED Fellowship. The Fellowship is a nine-month, hybrid program aiming to enhance educator practices at the intersection of SEL and justice to co-create classroom communities of care, belonging, healing, and liberation. We use data from our iterative feedback process to explain how the Fellowship centers humanity, honors identity, and cultivates healing for educators, themes that make up our SEL framework based on our 2023 study on educators’ dreams for SEL. We provide examples of how facilitators modeled each theme and highlight lessons learned and practices that contribute to optimal adult SEL development, promoting positive mental health and, ultimately, benefiting student social, emotional, and academic well-being.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100077"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146822","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":"Predicting student success: Considering social and emotional skills, growth mindset, and motivation","authors":"Nola Daley,&nbsp;Dana Murano,&nbsp;Kate E. Walton","doi":"10.1016/j.sel.2025.100080","DOIUrl":"10.1016/j.sel.2025.100080","url":null,"abstract":"<div><div>A growing body of evidence has found that social and emotional (SE) skills are positively associated with many school-related outcomes. In recent years, the Big Five personality framework has gained support as an organizing framework for various SE skills. While many prominent taxonomies of SE skills map to the Big Five, several additional models include skills related to motivation and growth mindset that do not align with the Big Five. We examined the extent to which these constructs overlapped with SE skills organized by the Big Five framework and whether they provided incremental validity in predicting school-related outcomes. ACT test takers (<em>N</em> = 1755) from across the United States, mostly from high-income families and predominantly in 11th or 12th grade, completed several measures. These included a measure of SE skills as organized by the Big Five (i.e., BFI-2-S), items on school-related outcomes, measures of motivation (i.e., MSLQ, Expectancy-Value-Cost Scale, Self-Determination Scale), and a measure of growth mindset (i.e., the Growth Mindset Scale). We found that growth mindset and motivation correlated with SE skills as organized by the Big Five. These constructs also helped predict additional variance in school-related outcomes, such as GPA and ACT scores. Given the independent contributions of growth mindset and motivation, incorporating these constructs into school-based assessments, alongside SE skills, could be beneficial in supporting students.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100080"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147471","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":"2025-06-01","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":"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":"2025-06-01","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}