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

{"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}

{"title":"Reimagining mindfulness training to deepen K-12 Teachers’ social, emotional, and cultural competencies","authors":"Lindsay E. Romano ,&nbsp;Blake A. Colaianne ,&nbsp;Rebecca N. Baelen","doi":"10.1016/j.sel.2025.100092","DOIUrl":"10.1016/j.sel.2025.100092","url":null,"abstract":"<div><div>As more attention is placed on the importance of developing K-12 teachers’ social, emotional, and cultural competencies (SECCs), efforts are needed to reimagine approaches that most effectively support teachers’ SECC development. The nascent field of Adult SEL offers an opportunity to situate SEL approaches for teachers not as simply “self-care” support, but rather as professional development that centers skills and practices related to teacher agency, social relationships, and a sense of community. In this practice paper, we will a) describe the practice of mindfulness as a promising approach for cultivating teachers’ SECCs and b) offer a reimagining of mindfulness training for K-12 teachers that balances a focus on self-care with a broader aim of collective care and transformation. We offer recommendations for researchers and practitioners on how training to support teacher mindfulness can be designed, implemented, and evaluated in ways that include outcomes related to a more collectivist approach. As support for this reorientation, we also provide preliminary qualitative evidence from K-12 teachers. We close by discussing how shifting teacher well-being efforts from the individual “me” toward a collective “we” can empower teachers to work together to establish personal and professional well-being.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100092"},"PeriodicalIF":0.0,"publicationDate":"2025-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143534994","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":"“It All Starts with Us”: Exploring teachers’ efforts to increase Adult SEL in practice","authors":"Addison M. Duane ,&nbsp;Quinn Hafen ,&nbsp;Pamela McVeagh-Lally ,&nbsp;CalHOPE Research Committee,&nbsp;Valerie B. Shapiro","doi":"10.1016/j.sel.2025.100085","DOIUrl":"10.1016/j.sel.2025.100085","url":null,"abstract":"<div><div>In this paper, we analyze presentations made by 212 teachers who were tasked with implementing adult social and emotional learning (SEL) practices in their local context and sharing about their efforts. We draw our sample from the University of California, Berkeley’s SEL Foundations course; an online graduate course for in-service educators. Course participants completed a final assignment over a three-week period, implementing one or more Adult SEL practices, and reflecting on implementation set-backs and successes. We generated five themes depicting the landscape of Adult SEL among these educators: (1) relationship building (e.g., attending social events, seeking out peer support); (2) lifestyle changes (e.g., sleep hygiene, movement); (3) self-reflection (e.g., journaling); (4) mindfulness (e.g., meditation, mindful awareness); and (5) boundary setting (e.g., leaving at contract time, limiting phone usage). We also explore these teachers’ reflections on their practice (e.g., successes and challenges) to facilitate a more enhanced understanding of the work of implementing Adult SEL. This systematic inquiry of Adult SEL practice illustrates the choices teachers make when asked to do a project to improve their Adult SEL. Findings offer valuable insights into what teachers today may want—and need—from their schools, districts, and the field of SEL more broadly.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100085"},"PeriodicalIF":0.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143799305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Tabletop role-playing games and social and emotional learning in school settings","authors":"Richard Stubbs,&nbsp;Nikolas Sorensen","doi":"10.1016/j.sel.2025.100090","DOIUrl":"10.1016/j.sel.2025.100090","url":null,"abstract":"<div><div>Schools globally face increasing pressure to integrate social and emotional learning (SEL) alongside traditional curricula, a challenge intensified by the COVID-19 pandemic. Drawing on Bandura's social learning theory and existing research, this paper examines how tabletop role-playing games (TRPGs) can serve as effective, low-cost interventions for developing critical SEL competencies across diverse student populations. While TRPGs are established tools in therapeutic settings for building self-awareness, self-management, relationship skills, and decision-making abilities, their potential in educational contexts remains underexplored. We analyze how TRPGs can be systematically implemented across all three tiers of school-based SEL interventions, with particular emphasis on their untapped potential in Tier 1 and 2 settings. The paper demonstrates how TRPGs provide students with structured opportunities to practice social skills, emotional regulation, and collaborative problem-solving within a safe, engaging environment. By examining implementation challenges and successful adaptations in various educational contexts, including international examples, we offer practical insights for educators seeking to integrate TRPGs into existing SEL frameworks. This review addresses a significant practice gap by bridging therapeutic and educational applications of TRPGs while providing evidence-informed recommendations for school-based implementation.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100090"},"PeriodicalIF":0.0,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"High school students’ conceptualizations of kindness: A mixed-methods portrait","authors":"John-Tyler Binfet ,&nbsp;Rebecca J.P. Godard ,&nbsp;Freya L.L. Green ,&nbsp;Amelia A. Willcox","doi":"10.1016/j.sel.2025.100089","DOIUrl":"10.1016/j.sel.2025.100089","url":null,"abstract":"<div><div>The overarching aim of this study was to explore how high school students (<em>N</em> = 479, <em>M</em>age = 16.2, <em>SD</em> = 1.1; 48.43 % girls, 45.09 % boys, 2.92 % non-binary,.42 % listed multiple genders, and 3.13 % non-reporting) conceptualized kindness in school. Despite burgeoning research on kindness interventions, there is less research on how kindness is conceptualized and actualized by students in schools, especially by high-school age students. Uncovering how high school students conceptualize kindness is important as high school represents, for many students, the last social and emotional training ground before students venture into the workforce or pursue advanced studies elsewhere. Using self- and other-ratings of varied school agents combined with open-ended prompts, we found girls had significantly higher self-ratings of kindness than did boys, that boys rated themselves as kinder in face-to-face interactions than online, that grade 12 students viewed themselves as kinder than their younger grade peers, and that grade 9 and 12 students had higher ratings of school kindness than did students in grades 10 and 11. Coding students’ acts of kindness both done and received revealed themes of <em>helping</em>, <em>giving</em>, and <em>showing care and concern</em> for others. Peers were ranked by participants as most influencing their kindness. Collectively, findings from this study inform researchers and educators about how kindness is understood and brought to life in schools and, in turn, what educators can do to ensure students learn within contexts where kindness is discussed, modeled, and prioritized.</div></div><div><h3>Impact statement</h3><div>Understanding how high school students understand and enact kindness helps counter negative stereotypes surrounding high school and this research showcases findings revealing that students do and receive meaningful acts of kindness within the school context, see their peers as key to influencing how kind they are, and generally see themselves and their school as kind. Implications of this research inform social and emotional educators striving to integrate low-cost and low barrier initiatives into classrooms to promote positive peer relations, respect for self and others, and a positive school climate.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100089"},"PeriodicalIF":0.0,"publicationDate":"2025-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143437478","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}