Abstract
Social and Emotional Learning (SEL) is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP), Online Knowledge Library (b-on), and Web of Science (WoS). The criteria were: (a) all time frames; (b) publications in either Portuguese or English; (c) programs that developed socio-emotional competencies in Portuguese schools; (d) academic levels including elementary, middle, and high school and (e) students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research.
Highlights
The twenty-first century challenge for educators, families, and community members is seeking to raise and educate children who are knowledgeable, responsible, caring, and socially competent
The lack of effectiveness studies of Social and Emotional Learning (SEL) programs in the Portuguese context was the springboard for this study, whose main purpose was to find SEL programs in Portuguese schools and whether relationships had been established between these programs and academic achievement
We observed the number of publications that deal with SEL programs implemented in Portuguese schools
Summary
The twenty-first century challenge for educators, families, and community members is seeking to raise and educate children who are knowledgeable, responsible, caring, and socially competent. A key challenge for schools involves serving culturally diverse students with varied abilities and motivations for learning (Learning First Alliance, 2001). A few generations ago most children would spend only a few years in school. Schools’ priority was teaching the traditional subjects, such as reading, writing, and arithmetic.
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