Social and Emotional Learning: Research, Practice, and Policy最新文献_第7页

Illustrating the need for centering student identity in universal school-based social and emotional learning 说明在普遍的以学校为基础的社会和情感学习中以学生身份为中心的必要性

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-02-06 DOI: 10.1016/j.sel.2025.100088

Christina Cipriano , Eliya Ahmad , Michael F. McCarthy , Cheyeon Ha , Annabelle Ross

{"title":"Illustrating the need for centering student identity in universal school-based social and emotional learning","authors":"Christina Cipriano , Eliya Ahmad , Michael F. McCarthy , Cheyeon Ha , 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":"2025-02-06","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}

引用次数: 0

Connection, resilience, and humility: Three educators’ stories of building adult social and emotional learning communities 联系、韧性和谦逊：三个教育工作者关于建立成人社会和情感学习社区的故事

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-02-01 DOI: 10.1016/j.sel.2025.100087

Jingjing Sun , Sisilia Kusumaningsih , River Yang

{"title":"Connection, resilience, and humility: Three educators’ stories of building adult social and emotional learning communities","authors":"Jingjing Sun , Sisilia Kusumaningsih , River Yang","doi":"10.1016/j.sel.2025.100087","DOIUrl":"10.1016/j.sel.2025.100087","url":null,"abstract":"<div><div>Teacher turnover has reached new highs in the US. Despite increasing attention to the potential of social and emotional learning (SEL) for teachers to address this crisis, there is still limited understanding of how to organically build and foster adult SEL communities in schools to support educators’ social and emotional well-being. To address this gap, we drew from our lived experiences in building and participating in SEL-rich communities across culture and diverse educational contexts. Using collaborative autoethnography as a framework, we reflected on and analyzed our experiences and identified three themes, including: 1) SEL is a lens for educators to process their own experiences while also connecting to their students’ experiences; 2) SEL that is systemic and integrated into work culture can build educator resilience; and 3) SEL enhances educators’ personal and cultural humility and subsequently fosters broader connection. Under each theme, we offered practice recommendations, such as integrating SEL into teacher education programs, offering educators individual consultation and SEL-focused peer groups, and encouraging teacher to participate in programs that strengthen school-family partnerships. We also asked further questions for educational leaders to consider as they develop strategies in building SEL-rich communities for educators. We concluded the article with reiterating the belief that SEL for teachers can help them connect with the purpose of teaching and make space for joy.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100087"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143422077","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}

引用次数: 0

Giving to teachers what we ask them to give to others: Supporting adult SEL through reflective insight and healing 给予老师我们要求他们给予他人的东西：通过反思和治愈来支持成人的SEL

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-02-01 DOI: 10.1016/j.sel.2025.100086

Amanda Moreno , Jeanette Banashak , Maria Kontoudakis , Anita Evans , Raelen Bajet , Abbie Laase

{"title":"Giving to teachers what we ask them to give to others: Supporting adult SEL through reflective insight and healing","authors":"Amanda Moreno , Jeanette Banashak , Maria Kontoudakis , Anita Evans , Raelen Bajet , Abbie Laase","doi":"10.1016/j.sel.2025.100086","DOIUrl":"10.1016/j.sel.2025.100086","url":null,"abstract":"<div><div>This SEL in Practice article describes the content, methods, and lessons learned from three cohorts of implementation of the <em>SELove</em> (pronounced S-E-L love) program in the context of a university partnership with the early childhood education community in Hawai‘i. The series is a 9-month long professional development experience with two primary aims: 1) To build teachers’ social and emotional learning (SEL) skills for use in their interactions with students, and 2) To increase teacher wellness and retention by acknowledging and providing a modicum of direct relief from the crisis of low morale and high turnover that besets the teaching profession today. Key aspects of the model that were specially designed to center the adult experience and create a healing space for teachers through the lens of SEL are highlighted, such as the use of reflective insight circles, and how they helped teachers access their inner wisdom. Preliminary program evaluation information as well as the perspectives of participant authors are included, and suggest that the program has promise for building teachers’ capacity to nurture SEL skills in children and themselves, lightening their burdens, and helping them reframe their challenges in ways that renew their love of their chosen vocation.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100086"},"PeriodicalIF":0.0,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143379321","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}

引用次数: 0

Securing the foundation: Providing supports and building teacher capacity for SEL implementation through a university-based continuing education course 确保基础：通过以大学为基础的继续教育课程，为SEL实施提供支持和建设教师能力

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-01-27 DOI: 10.1016/j.sel.2025.100082

Addison M. Duane , Justin D. Caouette , Kamryn S. Morris , Ashley N. Metzger , CalHOPE Research Committee , Valerie B. Shapiro

{"title":"Securing the foundation: Providing supports and building teacher capacity for SEL implementation through a university-based continuing education course","authors":"Addison M. Duane , Justin D. Caouette , Kamryn S. Morris , Ashley N. Metzger , CalHOPE Research Committee , Valerie B. Shapiro","doi":"10.1016/j.sel.2025.100082","DOIUrl":"10.1016/j.sel.2025.100082","url":null,"abstract":"<div><div>Investing in and promoting educators’ own SEL can improve student outcomes. However, few teacher preparation programs include opportunities for building Adult SEL capacity in their curricula (Schonert-Reichl, 2017), leaving gaps in educators’ knowledge and skills related to SEL implementation. Therefore, in-service education is needed. In this paper, we explore changes in perceptions of support and SEL capacities among PK-12 educators who completed a credit-bearing university extension course focused on SEL. We used mixed effects models to assess changes in scale means between pre-course and post-course survey responses. There was strong improvement from pre- to post-course (<em>p</em> < .001) in support received and SEL capacities, posited requisites for successful SEL implementation. Exploratory analyses illustrate the possibility that university extension courses focused on Adult SEL could have a role in improving teacher well-being. Overall, results point to the potential of universities as partners in advancing social and emotional learning to improve adult– and student– well-being, engagement, and performance.</div></div><div><h3>Impact Statement</h3><div>This paper contributes to the burgeoning literature of Adult SEL by exploring a university extension course and it’s impacts on SEL support and teacher capacity. Findings illuminate significant improvement in course participant scores from pre- to post-course. Policymakers should consider the benefits of funding and expanding continuing education courses on SEL for in-service educators. Current educators who are also looking for support to expand their capacity to implement SEL may consider participating in an in-depth learning experience with a focus on Adult SEL.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100082"},"PeriodicalIF":0.0,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143454138","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}

引用次数: 0

Supporting social and emotional learning through infant and early childhood mental health consultation 通过婴幼儿心理健康咨询支持社会和情感学习

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-01-27 DOI: 10.1016/j.sel.2025.100084

Christina F. Mondi

{"title":"Supporting social and emotional learning through infant and early childhood mental health consultation","authors":"Christina F. Mondi","doi":"10.1016/j.sel.2025.100084","DOIUrl":"10.1016/j.sel.2025.100084","url":null,"abstract":"<div><div>This article highlights infant and early childhood mental health consultation (IECMHC) as a promising approach to support the social and emotional learning (SEL) of both young children and their adult caregivers in early care and education (ECE) settings (i.e., childcare, Head Start, preschool). IECMHC is “a problem-solving and capacity-building intervention implemented within a collaborative relationship between a professional consultant with mental health training and expertise and one or more consultees” (<span><span>Cohen & Kauffman, 2005</span></span>). IECMHC is an increasingly common intervention in ECE settings, including in Head Start programs, where it is federally mandated; however, some confusion persists about the key components, strategies, and outcomes of high-quality IECMHC. Meanwhile, public understanding of the importance of interventions that support SEL starting in early life is also growing. However, little peer-reviewed work has attempted to integrate research and practice in the fields of IECMHC (which has largely existed in infant mental health spaces) and SEL (much of which has historically focused on middle childhood and beyond). To that end, this article: (a) highlights SEL as a developmental and relational process in infancy and early childhood; (b) describes IECMHC as a preventive and promotive intervention to support young children and their caregivers; (c) describes key evidence supporting IECMHC’s effects on adult and child SEL; (d) presents a novel visual conceptualization and case example illustrating the processes by which IECMHC supports adult and child SEL in ECE settings; and (e) proposes future directions for research, practice, and policy in integrating IECMHC and SEL initiatives.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100084"},"PeriodicalIF":0.0,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143147470","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}

引用次数: 0

Public Learning: A collaborative practice for cultivating educators’ decision-making power and advancing equity in schools 公共学习：培养教育工作者决策权和促进学校公平的合作实践

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-01-27 DOI: 10.1016/j.sel.2025.100083

Sarah Sugarman

引用次数: 0

Integrating Social Emotional Learning, mindfulness, and nutrition education into curricula to promote self-regulation and healthy eating behaviors among preschoolers 将社会情绪学习、正念和营养教育纳入课程，以促进学龄前儿童的自我调节和健康饮食行为

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-01-22 DOI: 10.1016/j.sel.2025.100081

Rachel Razza , Lynn Brann

{"title":"Integrating Social Emotional Learning, mindfulness, and nutrition education into curricula to promote self-regulation and healthy eating behaviors among preschoolers","authors":"Rachel Razza , Lynn Brann","doi":"10.1016/j.sel.2025.100081","DOIUrl":"10.1016/j.sel.2025.100081","url":null,"abstract":"<div><div>The overlap between children’s general self-regulatory skills and self-regulation of eating is notably complex and may be a common mechanism and target of intervention to promote child health and wellbeing. Social Emotional Learning (SEL) components align with both nutrition and mindfulness-based practices and can be integrated into programs to intentionally nurture the whole child. Mindfulness-based practice may be a unique strategy for childhood overweight and obesity prevention, as it has the potential to support children’s development of mind-body awareness and self-regulation to develop a healthy and nourishing relationship with food at an early age. This paper examines the complexity of self-regulation and explores common origins of general and eating self-regulation within families and early education and childcare settings, with a focus on the important roles of parents and teachers in supporting child behavior. Additionally, the intersections among SEL, mindfulness-based practices, and nutrition education are explored to show how these linkages may be utilized within the context of early intervention to shape children’s healthy eating and early self-regulatory behaviors. Finally, we discuss future research needs and implications to advance the understanding of connections between general self-regulation and ASR during this critical period of child development.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100081"},"PeriodicalIF":0.0,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143146823","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}

引用次数: 0

Beyond good intentions: How a social, emotional, and cultural competency framework leads to improvements in teacher preparation 超越善意：社会、情感和文化能力框架如何导致教师准备的改进

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-01-21 DOI: 10.1016/j.sel.2025.100079

Nancy L. Markowitz , Suzanne M. Bouffard

引用次数: 0

Predicting student success: Considering social and emotional skills, growth mindset, and motivation 预测学生的成功：考虑社交和情感技能，成长心态和动机

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-01-17 DOI: 10.1016/j.sel.2025.100080

Nola Daley, Dana Murano, Kate E. Walton

{"title":"Predicting student success: Considering social and emotional skills, growth mindset, and motivation","authors":"Nola Daley, Dana Murano, 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":"2025-01-17","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}

引用次数: 0

“How did you love me so fast?”: Co-creating conditions for educator SEL and well-being “你怎么这么快就爱上我了？”：共同为教育者的SEL和幸福创造条件

Social and Emotional Learning: Research, Practice, and Policy Pub Date : 2025-01-16 DOI: 10.1016/j.sel.2025.100077

Dena N. Simmons , Miriam Miller , Shauna L. Tominey

引用次数: 0