Social Emotional Learning Practices in Schools and Bullying Prevention

Abstract

Bullying is a public health concern, with more than one in five students reporting being bullied (Lessne & Yanez, 2016). Involvement in bullying behavior as a perpetrator, target, or bystander is associated with detrimental social, emotional, and academic outcomes for the individual as well as the school community (e.g., negative school climate). The prevalence and long-term impact of bullying on youth have motivated researchers, policy-makers, and educators to focus on effective and efficient school-based means to prevent bullying and reduce negative outcomes for those involved. Social Emotional Learning (SEL) is a preventative framework utilized by schools to promote resiliency and reduce risk factors at a school-wide level, with a focus on teaching specific skills that promote positive youth development. The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified five competencies or psychological strengths that are important for positive social-emotional functioning (i.e., self-awareness, social awareness, self-management, relationship skills, responsible decision-making). Teaching, modeling, and reinforcing these competencies is a critical aspect of a SEL framework and can be a promising tool that schools can utilize in their efforts to address bullying. SEL addresses risk factors associated with bullying behavior (e.g., social skills, school climate) and research findings are clear that youth with SEL skills – such as emotion regulation, perspective-taking, relationship skills, and problem-solving – are less likely to be involved in bullying. SEL skills may also buffer victimized youth from adverse outcomes and re-victimization. Approaches to universal SEL implementation vary across schools and may include classroom teachers teaching SEL competencies within academic curricula (e.g., teaching empathy through literature or read alouds) or utilizing a specific SEL program with explicit skill instruction (e.g., The Incredible Years; Webster-Stratton, Reid, & Hammond, 2001). Limited research has focused on the impact of teaching SEL skills organically through existing academic curricula or classroom activities (e.g., morning meetings, cooperative learning groups). Research is needed to shed light on how to effectively integrate SEL instruction within existing academic curricula and how this may impact bullying behavior. Research to date has instead focused on the effectiveness of universal SEL programs in teaching SEL skills and reducing negative outcomes. Overall, findings from this work suggest that SEL programs can aid in reducing externalizing and aggressive behavior and emerging research also suggests that these programs can prevent bullying perpetration and change student attitudes toward bullying.