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

{"title":"Unveiling potential: Culturally responsive teaching practices to catalyze social-emotional success in black youth","authors":"Nanyamka M. Redmond ,&nbsp;Jennifer Shubert ,&nbsp;Peter C. Scales ,&nbsp;Joanna Williams ,&nbsp;Amy K. Syvertsen","doi":"10.1016/j.sel.2025.100124","DOIUrl":"10.1016/j.sel.2025.100124","url":null,"abstract":"<div><div>This study investigated the role of culturally responsive teaching practices in promoting social-emotional outcomes in Black youth. Recognizing the importance of centering equity and justice in social-emotional learning (SEL), this study explored the associations between developmental relationships, culturally responsive teaching practices and social-emotional outcomes (stress management, resilience, and purpose). Additionally, the study examined age and experiences of discrimination as potential moderators of these associations. Developmental relationships were a robust predictor of social-emotional outcomes for Black youth, and equitable practices were also positively related to multiple outcomes. Findings around critical race and inclusive teaching practices were more nuanced, as was the finding that age and discrimination moderated some, but not all, main effects. Results underscore the need for continued theory and empirical work that considers the lived experiences of youth as a means for targeted efforts to promote the social-emotional development of Black youth.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100124"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307039","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":"Growing HEART skills: Lessons learned on adult SEL development","authors":"Lorea Martínez","doi":"10.1016/j.sel.2025.100116","DOIUrl":"10.1016/j.sel.2025.100116","url":null,"abstract":"<div><div>This paper explores the implementation of Growing Your HEART Skills, an adult SEL program, within two distinct educational contexts: a community of practice and a school-wide initiative. Designed to develop educators' emotional awareness, self-management, empathy, social skills, and sense of purpose, the program aims to strengthen teacher well-being and enhance their capacity to create positive and supportive learning environments. By examining the experiences of educators in California’s Santa Cruz and Los Angeles counties, this study identifies key factors contributing to successful implementation, including leadership support, authentic engagement, and facilitator expertise, and discusses how leaders overcame challenges to increase buy-in and trust. Key insights highlight the transformative potential of adult SEL in enhancing educators' wellness. Recommendations for future implementation are provided.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100116"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143917542","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":"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":"2025-06-01","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":"Honoring Roger Weissberg’s legacy by centering relationships, collaboration, and the wellbeing of all children through SEL","authors":"Maurice J. Elias ,&nbsp;Danielle R. Hatchimonji","doi":"10.1016/j.sel.2025.100109","DOIUrl":"10.1016/j.sel.2025.100109","url":null,"abstract":"<div><div>We describe how the field of social and emotional learning (SEL) can best honor Roger Weissberg’s legacy from the perspective of an early collaborator, Maurice J. Elias, and an early career scholar who felt his influence indirectly, Danielle R. Hatchimonji. Three themes permeated Roger’s early and most influential work and continue to shape his influence today: primacy of relationships, importance of collaboration, and shared commitment to the wellbeing of children. To uphold Roger’s influence and honor his legacy, the field of SEL must make these three themes central to research, practice, and policy of social and emotional learning.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100109"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143859373","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":"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":"2025-06-01","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":"Coordinating efforts to improve outcomes, grow social and emotional learning, and improve students’ lives: Roger Weissberg’s collaborations with the American Institutes for Research","authors":"David Osher ,&nbsp;Kimberly Kendziora ,&nbsp;Nicholas Yoder ,&nbsp;Juliette Berg ,&nbsp;Sandra Williamson ,&nbsp;Greta Colombi","doi":"10.1016/j.sel.2025.100122","DOIUrl":"10.1016/j.sel.2025.100122","url":null,"abstract":"<div><div>We commemorate Roger Weissberg’s life and contributions to the field by sharing the history of his collaborations with staff at the American Institutes for Research (AIR). In the early 2000s, CASEL joined AIR and the Learning First Alliance in a partnership that aimed to (a) build understanding of the relationships among students’ social and emotional learning (SEL), safe and supportive learning communities, and academic development; (b) develop measures of SEL and safe and supportive learning communities, (c) develop policies to support use of SEL measures in schools; and (d) enhance school capacity for SEL nationwide. We show how sustained, collaborative efforts over two decades advanced progress toward each of these goals. Weissberg advised AIR’s work developing a measure of conditions for learning in schools that included a scale assessing peers’ social and emotional competence. AIR served as the independent evaluator for CASEL’s ambitious Collaborating Districts Initiative (CDI), which demonstrated that districts could make social and emotional learning a systemic part of all children’s education. Beginning with the CDI, AIR worked on SEL measurement with CASEL. Finally, Roger played an active role in multiple training and technical assistance centers that worked to build educators’ capacity to address SEL in their work.</div></div><div><h3>Impact Statement</h3><div>Roger Weissberg had an enormous influence on the field of social and emotional learning. One way his ideas and energy touched the lives of schoolchildren across the nation was through collaborating on research, measurement, and technical assistance work with the American Institutes for Research. This article shares the context and history of this work.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100122"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144196302","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":"Integrating social-emotional learning and standards-based grading: Principles, barriers, and future directions","authors":"Nicole R. Skaar,&nbsp;Matt Townsley","doi":"10.1016/j.sel.2024.100076","DOIUrl":"10.1016/j.sel.2024.100076","url":null,"abstract":"<div><div>Classroom grading reform and students’ whole child development are two important and timely topics in today’s schools. In this article, the authors draw parallels between CASEL’s five core competencies of social and emotional learning and the guiding principles of standards-based grading (SBG). This article helps educators understand SEL competencies and SBG principles as well as barriers to implementation. The authors outline how explicitly developing students’ social-emotional learning skills and implementing SBG are complementary. Implications for practice and research are discussed.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100076"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146783","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":"Illustrating the need for centering student identity in universal school-based social and emotional learning","authors":"Christina Cipriano ,&nbsp;Eliya Ahmad ,&nbsp;Michael F. McCarthy ,&nbsp;Cheyeon Ha ,&nbsp;Annabelle Ross","doi":"10.1016/j.sel.2025.100088","DOIUrl":"10.1016/j.sel.2025.100088","url":null,"abstract":"<div><div>Can centering student identities in universal school-based social and emotional learning promote the conditions for all students to thrive in school? Universal schoolbased social and emotional learning programs include learning materials and practices that are intended to be delivered to the whole school or entire learning community. Centering in education refers to the degree to which learning materials and pedagogical practices are organized to around particular identity groups to support or affirm them. Centering in the context of a universal SEL program would require the SEL program to consider all possible student identities within the program's learning materials and practices. Despite the exponential growth of SEL programs concurrent with the increasing diversity of student identities to be served by universal programming in the United States, the SEL experiences of students at the intersections of their identities is largely under articulated in the field to date. To support the evolution of accessible and relevant social and emotional learning for all youth, and the necessary methods and intentions across research and practice therewithin, this manuscript provides illustrations demonstrating the criticality of centering student identities in SEL. Illustrations were developed from five years of field work documenting the experiences of students in elementary and secondary school across the United States as they engage with their respective school-based SEL programs. In doing so, we highlight the ways in which USB SEL programs can improve to address the unique and differential needs of all students, and provide recommendations for future research practices thereafter.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100088"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143395345","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 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":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143654510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teacher preparation needs critical consciousness","authors":"Allison Rae Ward-Seidel ,&nbsp;Lillian Bentley","doi":"10.1016/j.sel.2025.100119","DOIUrl":"10.1016/j.sel.2025.100119","url":null,"abstract":"<div><div>Teaching is a challenging profession, let alone the additional hurdles placed on educators to overcome systemic barriers to close opportunity gaps and fill in missing education from the COVID-19 pandemic years. Teacher preparation programs are therefore tasked with upskilling future teachers with not only content knowledge and pedagogy, but also with a barrage of skills to understand and address the various needs of diverse learners. An underrepresented skill in teacher preparation programs is critical consciousness, defined as a critical awareness of systemic inequity, efficacy or agency to work for change, and taking action for social justice. From the perspective of two former classroom teachers with over 20 years of experience, this article presents the need for teacher preparation programs to incorporate critical consciousness as a crucial factor for well-equipped teachers to enter the profession. We present five key features of preservice teacher preparation and how to incorporate critical consciousness into each: (1) Developing preservice teacher’s own critical consciousness; (2) Applying critical consciousness to student teaching field experience; (3) Explicit instruction of pedagogy; (4) Applying critical consciousness to active learning methods; (5) Modeling critical consciousness through faculty mentoring. Integrating critical consciousness into these elements that we know to be best practices in teacher preparation, can support preservice teachers with a cohesive understanding and skillset to begin to address systemic inequity in schools.</div></div><div><h3>Impact Statement</h3><div>Critical consciousness (awareness and efficacy to enact change for social justice) in teacher preparation programs is essential for teachers to be prepared to teach students from diverse ethnic-racial backgrounds and to cultivate critical consciousness among all students. Much of what we know about best practices in education and teacher preparation cannot come to fruition without critically conscious educators (e.g., building supportive relationships with and among students, preparing students to think critically about real world issues). This article presents practical and concrete suggestions for integrating critical consciousness development into five key features of teacher preparation programs.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100119"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166228","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}