Linking inclusion and self‐efficacy: The mediating role of social–emotional learning in pre‐service teacher education

Background Social and emotional learning (SEL) has emerged as a political and educational priority worldwide. Numerous academic and non-academic benefits of effective (well-designed and well-implemented) SEL programmes within educational contexts exist. Not surprisingly, SEL has been acknowledged as one of the most prioritised educational agendas to support students’ holistic growth and success across different subjects in schools, health and physical education is no exception. Yet, while SEL continues to progress as a global education priority, there is limited literature on SEL in physical education, and even less which seeks to explore teaching SEL in a physical education teacher education (PETE) programme. Purpose Framed by Loughran’s conceptualisation of developing a pedagogy of teacher education, this study explored lessons learned from one teacher educator’s first experience teaching SEL in a health and physical education teacher education programme. Method A self-study of teacher education practices methodology supported one teacher educator to interrogate their experience, decisions, identity, and practices teaching SEL in a PETE programme. Data includes written reflections (n = 10 pages, single-spaced), transcribed critical friend discussions (n = 112 pages single-spaced), and teaching artefacts. Data analysis involved a collaborative reflexive thematic analysis approach to facilitate the inductive identification of themes and patterns. Findings Results are grouped into three categories: lessons learned about my practice as a teacher educator, lessons learned about my pre-service teachers, and lessons learned about teacher education. The three lessons include: (1) the importance of SEL being taught not caught, (2) students lack content knowledge, and (3) once is not enough. Results confirm teaching SEL requires a programmatic approach. Each lesson represents an ongoing process of making sense of self in practice. Conclusions The results of this research provide pedagogical considerations about teacher education programmes and those who teach in them. Teaching about teaching is a complex process. Teaching about teaching SEL may be an even more complex process as teacher educators rarely have developed these competencies themselves.

Social and emotional learning (SEL) constitutes a powerful tool for professional teacher development. Recent research shows that in-service teachers are convinced that SEL is essential, they show a great readiness to implement SEL, and they profit from SEL trainings. To date, professional opportunities tend to be inadequate or insufficient in preparing teachers to incorporate SEL into their classrooms. Teachers need understanding and knowledge of social, emotional and cognitive processes, and research findings on SEL. There is a need to implement SEL approaches earlier and with regard to SEL principles in the teacher education programmes. This paper is based on a literature review and follows three main theses: A focus on SEL can foster professional teacher development. A focus on SEL can develop social and emotional competencies in student teacher and support the successful mastery of study. In the long run, the focus on SEL can qualify future teachers for the successful transfer of SEL principles, programmes and approaches in working with students in the classroom. The three theses raise the question: how can teacher educators, or more precisely universities, create supportive, caring and participative learning environments for future teachers? To answer this, strategies to integrate SEL into initial teacher education are presented.

In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. Findings revealed that preservice teachers in the treatment group gained greater knowledge about (a) SEL in general, (b) the development of SEL skills in young children, and (c) implementation of the SEL strategies in the classroom. In addition, preservice teachers in the treatment group developed more positive attitudes toward implementation of SEL strategies and the importance of teaching social and emotional skills to young children. Even though SEL beliefs did not predict treatment / control group differences, there were statistically significant differences in the development of SEL beliefs within each group. Preservice teachers in both groups highly believed that creating a SEL environment in the classroom and schoolwide is essential.

Summary Teachers are the engine that drives social and emotional learning (SEL) programs and practices in schools and classrooms, and their own social-emotional competence and wellbeing strongly influence their students. Classrooms with warm teacher-child relationships support deep learning and positive social and emotional development among students, writes Kimberly Schonert-Reichl. But when teachers poorly manage the social and emotional demands of teaching, students' academic achievement and behavior both suffer. If we don't accurately understand teachers' own social-emotional wellbeing and how teachers influence students' SEL, says Schonert-Reichl, we can never fully know how to promote SEL in the classroom. How can we boost teachers' social-emotional competence, and how can we help them create the kind of classroom environment that promotes students' SEL? Teachers are certainly at risk for poor social-emotional wellbeing. Research shows that teaching is one of the most stressful occupations; moreover, stress in the classroom is contagious--simply put, stressed-out teachers tend to have stressed-out students. In the past few years, several interventions have specifically sought to improve teachers' social-emotional competence and stress management in school, and Schonert-Reichly reviews the results, many of which are promising. She also shows how teachers' beliefs--about their own teaching efficacy, or about whether they receive adequate support, for example--influence the fidelity with which they implement SEL programs in the classroom. When fidelity is low, SEL programs are less successful. Finally, she examines the extent to which US teacher education programs prepare teacher candidates to promote their own and their students' social-emotional competence, and she argues that we can and should do much more. As the articles in this issue attest, research in the field of social and emotional learning (SEL) has grown dramatically in recent years. We've learned that we can promote students' social and emotional competence, and that doing so increases not only their SEL skills but also their academic achievement. (1) In other words, for our children and youth to achieve their full potential as productive adult citizens, parents, and volunteers in a pluralistic society, educators must focus explicitly on promoting social and emotional competence. Teachers are the engine that drives SEL programs and practices in schools and classrooms. Yet until recently, their role in promoting SEL and their own social and emotional competence and wellbeing have received scant attention. What do we know about teachers and SEL? Do they buy in to integrating SEL in their classrooms? What about their own social and emotional competence and wellbeing? How does teachers' social-emotional competence influence students' SEL, and how can we promote it? How do teachers' beliefs about SEL influence their implementation of SEL programs? And do prospective teachers receive any information about SEL and their own social and emotional competence in their teacher preparation programs? The importance of these questions should not be underestimated. If we don't accurately understand teachers' own wellbeing and how teachers influence students' SEL, we can never fully know whether and how to promote SEL in the classroom. Such knowledge could not only guide theory, it could also give us practical information about how teachers can steer students toward becoming socially skilled and well-rounded individuals, ready to responsibly navigate their personal and professional paths to adulthood. SEL and Teachers: A Framework Extensive research evidence now confirms that SEL skills can be taught and measured, that they promote positive development and reduce problem behaviors, and that they improve students' academic performance, citizenship, and health-related behaviors. (2) Moreover, these skills predict such important life outcomes as completing high school on time, obtaining a college degree, and securing stable employment. …

Social and emotional learning (SEL) is an educational framework that helps individuals—particularly students—develop essential life skills to manage emotions, build healthy relationships, set goals, show empathy, and make responsible decisions. As education systems worldwide shift focus from purely academic outcomes to holistic development, SEL has emerged as a key component in nurturing emotionally intelligent, socially responsible, and mentally resilient learners. SEL encompasses five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. These competencies are critical for students’ success both in school and beyond. Incorporating SEL into the classroom improves students’ emotional well-being, behavior, and academic performance. Research shows that students engaged in effective SEL programs demonstrate improved classroom behavior, increased motivation to learn, reduced emotional distress, and higher academic achievement. Teachers play a central role in promoting SEL by modeling positive behaviors, fostering inclusive classroom environments, and integrating emotional literacy into subject teaching. When embedded into the school curriculum, SEL provides a safe space for children to express themselves, understand others' perspectives, resolve conflicts peacefully, and build empathy and cooperation. Moreover, SEL contributes significantly to creating a supportive school climate that reduces bullying, aggression, and dropout rates. With rising mental health concerns among youth, especially in the post-COVID-19 era, SEL has gained renewed importance. It supports the emotional recovery of students, helping them cope with stress, anxiety, and uncertainty. In multicultural and diverse classrooms, SEL promotes respect for differences and helps in the development of global citizenship values. However, effective implementation of SEL requires trained educators, supportive policies, and consistent evaluation methods. Challenges include lack of teacher preparedness, resistance from stakeholders, and insufficient integration into educational standards. Therefore, SEL must be treated not as an additional subject, but as a foundational aspect of schooling integrated across all grade levels and learning domains. This paper explores the theoretical basis, practical implementation, and long-term benefits of social and emotional teaching and learning. It emphasizes the need for an inclusive, culturally responsive, and developmentally appropriate SEL framework that supports students’ academic, emotional, and social growth. Strengthening SEL in education systems is not just a pedagogical necessity—it is a moral and social imperative to build compassionate, competent, and conscious citizens.

Social and emotional learning in early childhood education and care: a public health perspective

This study examined opportunities and barriers for implementing evidence-based Social and Emotional Learning (SEL) programs in Prairie Canadian Schools. Educators from Manitoba, Saskatchewan and Alberta completed an online survey on SEL feasibility and reported on five feasibility domains: (1) attitudes about SEL, (2) knowledge about SEL, (3) job stress, (4) resources for implementing SEL, and (5) SEL practices. Results indicated that positive attitudes toward SEL significantly predicted increased perceived feasibility for evidence-based SEL implementation. Additionally, both knowledge and access to resources predicted increased SEL practice by Prairie Canadian educators. Analyses for open-ended responses paralleled quantitative results. Specifically, Canadian educators had positive views about SEL programing, but like previous research conducted in other countries, indicated that they require better access to SEL training, and resources (e.g., more time to plan and teach SEL, funding and program materials). A unique Canadian context-related finding from this study was that some Prairie Canadian educators indicated a paucity of French materials for SEL programs, which impeded implementation. In order to effectively implement evidence-based SEL in Prairie Canadian schools, policy makers must address the indicated barriers for Canadian educators, such as increased SEL training and resources, and easy access to appropriate French materials.

Education advocates argue that effective schools should foster multidimensional educational goals that not only include cognitive but also non-cognitive outcomes. One important non-cognitive outcome are social and emotional skills. Previous research showed that for enhancing students’ social and emotional learning (SEL) one of the most important factor is the teacher. Hence, the present study investigated teachers’ familiarity, beliefs, training, and perceived school culture with regard to social and emotional learning and its facets self-awareness, self-management, and social-awareness by applying a convergent parallel mixed-method design. We conducted in-depth interviews and an online survey with secondary teachers from different countries. The reason for collecting both qualitative and quantitative data was to obtain different but complementary data on the same topic in order to bring greater insight into this research question than would have been obtained by either type of data separately. Teachers reported an uncertainty and a lack of professional skills and knowledge in delivering SEL instructions that was particularly low for self-awareness and self-management. Therefore, in both study parts, teachers expressed strong interest in receiving professional SEL training. However, schools rarely provide resources (instruction materials, specific courses or activities) or create conditions (training teachers, devoting teaching hours, increasing number of counselors at schools, receiving school administration support), that would promote teachers’ instruction of SEL. The results do not only add to researchers’ knowledge about teachers’ SEL familiarity, beliefs, training, and school culture, but are also relevant for policymakers, administrators, and school staff by identifying critical aspects that prevent successful SEL in schools.

Summary In the push to boost young peoples social and emotional learning (SEL), assessment has lagged behind policy and practice. We have few usable, feasible, and scalable tools to assess children's SEL. And without good assessments, teachers, administrators, parents, and policymakers can't get the data they need to make informed decisions about SEL. Some existing SEL assessments, writes Clark McKown, are appropriate for some purposes, such as keeping teachers abreast of their students' progress or evaluating SEL interventions. But too few high-quality SEL assessments are able to serve a growing range of purposes--from formative assessment to accountability, and from prekindergarten through high school. McKown recommends proceeding along two paths. First, he writes, educators should become familiar with existing SEL assessments so that they can learn their appropriate uses and limits in a low-stakes context. At the same, we need to invest money and talent to create assessment systems that can be used to meet important assessment goals at all grade levels. McKown walks us through definitions of SEL, identifying three broad areas of SEL skills--thinking, behavior, and self-control. Each area encompasses skills that are associated with important life and academic outcomes, that are feasible to assess, and that can be influenced by children's experiences. Such meaningful, measurable, and malleable skills, McKown argues, should form the basis of SEL assessments. The next generation of SEL assessments should follow six principles, he concludes. First, assessments should meet the highest ethical and scientific standards. Second, developers should design SEL assessment systems specifically for educational use. Third, assessments should measure dimensions of SEL that span the three categories of thinking, behavioral, and self-control skills. Fourth, assessment methods should be matched to what's being measured. Fifth, assessments should be developmentally appropriate--in other words, children of different ages will need different sorts of assessments. Last, to discourage inappropriate uses, developers should clearly specify the intended purpose of any SEL assessment system, beginning from the design stage. Social and emotional learning, or SEL, includes a broad range of mental, behavioral, and selfcontrol skills that people use in social interactions to achieve social goals. Although scholars haven't reached consensus on its definition, SEL includes skills such as the ability to infer others' thoughts and feelings (thinking skills), the ability to initiate a positive interaction (behavioral skills), and the ability to stay calm when upset (self-control skills). Labeled variously as soft or noncognitive skills, SEL skills are highly consequential. Decades' worth of research has consistently found that the better developed their SEL skills, the better children do in school and life. (1) Parents, educators, and policymakers increasingly recognize the importance of SEL. In the past three decades, prevention scientists and others have developed and rigorously evaluated a number of comprehensive, evidence-based SEL programs. These programs are widely used: In a 2015 nationwide survey of 562 teachers and administrators, 59 percent of respondents reported using a program called School Wide Positive Behavioral Intervention and Supports (SWPBIS), and 32 percent of respondents reported using an SEL program such as PATHS[R] or Second Step. (2) Furthermore, a growing number of states now include SEL in their educational standards. (3) Purposes of SEL Assessment and Lack of Appropriate Tools Although policy and practice are moving forward, one area lags. We have few usable, feasible, and scalable tools for educators to assess children's SEL, creating a conundrum for policymakers and practitioners. Just like good academic assessment, good SEL assessment could help educators achieve many goals. …

Despite growing attention on Social and Emotional Learning (SEL) in education settings (Jones, S. M., McGarrah, M. W., & Kahn, J. (2019). Social and emotional learning: A principled science of human development in context. Educational Psychologist, 54(3), 129–143. https://doi.org/10.1080/00461520.2019.1625776), there also has been an increasing concern that the existing understanding of SEL is not based on diverse racial, ethnic, and cultural perspectives (Hurd, E., Brinegar, K., & Harrison, L. (2021). Equity-based social emotional learning (SEL): A critical lens for moving forward. Middle School Journal, 52(3), 2–3. https://doi.org/10.1080/00940771.2021.1893994). The purpose of this research was to explore teacher educators’ perspectives on promoting an equity-based approach for Social and Emotional Learning (SEL) in physical education teacher education (PETE) from an international perspective. Using an international comparative case study design (Penn, R. (2019). International comparative case studies: Multiple methods in action. Sage.), 18 teacher educators were recruited from 10 different countries (Australia; Brazil; Cyprus; China; Finland; Germany; Ireland; New Zealand; South Korea; The United States). Semi-structured individual interviews were conducted using a video-conferencing system to collect data on the participants’ perspectives on promoting equity-based SEL in PETE. Using a systematic process of inductive data analysis by Miles et al. (Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative data analysis: A methods sourcebook. Sage.), four findings were generated: (a) Respecting differences with culturally responsive pedagogy, (b) Embedding diversity across different phases, (c) Critical introspection on self and others, and (d) Having intentional and difficult conversations. Based on the findings, more research needs to be conducted in the future to investigate how PE teachers incorporate equity elements into their SEL practices in real-time school settings.

Social and Emotional Learning

This study examines preservice teachers' perceptions of Social and Emotional Learning (SEL) in Ghanaian Colleges of Education, focusing on three key facets: the perceived importance of SEL, its implementation in schools, and preservice teachers' preparedness to teach SEL. A cross­ sectional survey design was employed with 288 final-year preservice teachers from ten public colleges across six regions of Ghana. Data were collected via a structured questionnaire and analysed using non-parametric tests: Wilcoxon signed-rank, Friedman test with post-hoc comparisons and Multivariate-Kruskal-Wallis test. The preservice teachers held positive perceptions regarding SEL's importance and its implementation in school settings, although they reported lower confidence in their readiness to teach SEL. Statistical comparisons revealed significant gaps between the high value, they assign to SEL and their lower self-reported preparedness to implement it, indicating a need for more practical training. No significant differences in perceptions emerged across demographic groups (sex, age, or program specialization. These findings underscore the importance of integrating SEL thoroughly into teacher education. The study recommends explicitly embedding SEL content in teacher training curricula, providing more experiential learning opportunities, and offering targeted professional development to equip future teachers with the necessary competence and confidence to integrate SEL into their classroom practice.

Social and emotional learning (SEL) is key to an individual’s success throughout life and can be fostered in children’s daily settings. School climate has the potential to promote or hinder the development of SEL in students. However, it is not clear from previous research which specific aspects of school climate relate to which SEL skills. This study conducts a secondary data analysis of the Portuguese data from the OECD’s 2019 Study on Social and Emotional Skills, exploring the relationships between school climate, namely, interpersonal relationships and teaching and learning practices, and 10-year-old students’ social and emotional skills, through a structural equation modeling approach. Results show that peer relationships most strongly affect all social and emotional skills, followed by relationships with teachers, whereas bullying experiences negatively affect students’ SEL. Contrary to what was hypothesized, teaching practices, such as teacher pedagogies, cooperative strategies, and active learning strategies, showed some negative effects on students’ SEL, with no effects on most skills. Lastly, some school climate dimensions (i.e., school-level relationships, student evaluation practices) showed no effects on social and emotional skills, suggesting a more distal role. These results show interactions taking place inside the classroom and focused on relationships, instead of instruction, seem to play a more significant role in students’ social and emotional development. This study aims to guide the daily practice of teachers in supporting their students’ SEL development and to inform school administrations, local, and national public policy on how to best leverage school processes to support students’ SEL.

This study aimed to identify the social and emotional learning practices of the foreign teachers for kindergarten learners in Indonesia. This study was conducted in kindergarten school in Indonesia during the School Year 2024-2025. The study included sixty (60) kindergarten foreign teachers as the respondents of the study. The results of the study were used as basis for foreign teachers’ training program on the implementation of social-emotional learning methods among kindergarten learners in Indonesia. The results revealed that most of the respondents are female, 31-40 years of age, teaching 1-10 years in Indonesia, and taking their postgraduate course. Foreign teachers’ practices in implementing social and emotional learning have very high impact to Indonesian kindergarten learners’ competencies in terms of self-awareness, self-management, relationship skills, and responsible decision making. Furthermore, the teachers in kindergarten always oberved that adaptation to local norms, communication, emotional expression, and parental expectation are the identified cultural barriers the foreign teachers faced in implementing social and emotional learning (SEL) to Indonesian kindergarten learners. Likewise, the teachers in kindergarten always oberved that alignment to curriculum, availability of learning resources, collaboration, and teacher’s training on social and emotional learning (SEL) are the identified educational barriers the foreign teachers faced in implementing social and emotional learning (SEL) to Indonesian kindergarten learners. There are significant differences in the impact of foreign teachers’ practices in implementing social and emotional learning to Indonesians’ kindergarten learners’ competencies when grouped according to respondents’ sex, age, years in teaching in Indonesia, and highest educational attainment. Moreover, the findings also revealed that there is no significant relationship between the the impact of foreign teachers’ practices in implementing social and emotional learning to Indonesians’ kindergarten learners’ competencies and the cultural barriers faced by the foreign teachers in implementing social and emotional learning (SEL) practice. However, the results showed that there is a significant relationship with educational barriers faced by the foreign teachers in implementing social and emotional learning (SEL) practice. Keywords: Social and Emotional Learning Practices, Indonesian Kindergarten, Cultural Barriers, Educational Barriers, Impact of SEL Practices to Kindergarten Learners, Kindergarten Foreign Teachers

Background: Recently, there has been growing interest in the emotional aspects of teaching and learning in general education and in physical education (PE). Scholars have argued that high-quality teaching and learning depend on a teacher's knowledge of students' emotions (Hargreaves 1998, 2000, 2002; McCaughtry 2004; McCaughtry and Rovegno 2003; Owens and Ennis 2005; Poulou 2007; Sutton and Wheatley 2003). To this end, three course modules in social and emotional learning (SEL) were added to the degree programme for PE students in Finland. Purpose: The purpose of this study was to examine student teachers' retrospective perceptions of implementing social and emotional strategies to build emotional understanding with students during a one-year teaching practicum. Participants and setting: The participants were 17 (eight women and nine men) PE student teachers at a university in central Finland in the fourth or fifth year of their PETE programme. The present study used a descriptive and interpretive case study methodology. Data collection: The data were collected via an open-ended questionnaire and focus group interviews. The focus was to gather information on participants' self-reported perceptions of implementing SEL. Data analysis: The unit of analysis was an expression or sentence which addressed a student's or a student teacher's emotions. The data were analysed inductively by individual case analysis and group level analysis. Reliability: Three strategies were used to enhance the reliability of the interpretations: (1) data triangulation to ensure that findings were accurate; (2) scrutinizing the data for discriminate cases; and (3) member checks by two of the participating student teachers. Findings: Physical education student teachers found using the SEL strategies for building emotional understanding was positive yet difficult. Positive experiences were reported aroused when the student teachers responded to students' emotions and when they expressed their own emotions to their students. Responding to students' emotions by using SEL strategies facilitated student teachers' communication with adolescents and helped students to accomplish assigned tasks. The student teachers' expression of their own emotions reportedly reduced students' off-task and inappropriate behaviour. In addition, the student teachers' emotional self-expression helped them to re-focus on teaching after a conflict with students. The challenges using SEL related to difficulties remembering which strategies to use, reacting to the diversity of students' emotions while organising a lesson, incorporating SEL instinctively into their teaching and managing their own surges of emotion. As a whole, all student teachers pointed out the importance of practising strategies on emotional understanding and they wanted more SEL studies in their teacher education programme. Conclusions: The findings provided some evidence for the value of SEL as a component of a teacher education programme. These student teachers found the strategies to enhance their emotional understanding helpful for themselves and their students. We recommend experiences on social and emotional learning to be included in teacher education programmes in helping newly qualified teachers to handle the emotional aspects of their work more effectively.