Teacher Empathy and Student Emotional Development

Protocol for a systematic review: Universal school-based programmes for improving social and emotional outcomes in children aged 3-11 years: a systematic review and meta-analysis.

This study aims to develop a comprehensive curriculum planning model for teaching social and emotional skills by identifying key components that enhance the effectiveness of social-emotional learning (SEL) in educational settings. Given the increasing recognition of SEL’s role in student well-being and academic success, this research seeks to address gaps in existing SEL curricula by proposing an integrative framework that aligns emotional and social competency development, pedagogical strategies, and institutional support. This qualitative study employed a semi-structured interview approach, gathering insights from 30 participants, including educators, curriculum developers, and policymakers from Tehran. A purposive sampling method was used, and data collection continued until theoretical saturation was achieved. Thematic analysis was conducted using NVivo 24, following a three-stage coding process: open coding to identify initial themes, axial coding to group related themes, and selective coding to develop overarching categories. The model was constructed based on these findings, ensuring a structured approach to SEL curriculum planning. The results revealed three primary dimensions essential for SEL curriculum planning: emotional and social competency development, pedagogical strategies for classroom implementation, and institutional and community support. Key themes included the necessity of teacher training, the role of resilience and emotional regulation, the importance of experiential learning, and the integration of SEL within educational policies. Participants emphasized that effective SEL programs require structured frameworks that support students’ emotional well-being, foster positive relationships, and provide real-world applications for social-emotional skills. This study contributes to the field of SEL by proposing a curriculum planning model that addresses critical gaps in current SEL frameworks. By emphasizing teacher preparedness, experiential learning, and institutional integration, the model provides a structured approach to embedding SEL in education systems. Future research should explore the long-term impact of this model on student development and learning outcomes.

The field of educational psychology has gained significant attention over the years, particularly in the context of different cultural and educational settings. This paper explores the educational psychology of children in Jordan, highlighting the impact of cognitive, emotional, and social development within the unique cultural context of the Middle East. The study reviews various factors affecting children’s learning processes, including parental involvement, socio-economic status, cultural values, and the influence of the traditional educational system. It also delves into the role of teachers, the curriculum, and how these aspects interact to influence children’s academic and emotional development. Furthermore, the research addresses challenges children face in their learning journey, including socio-cultural barriers, mental health concerns, and the educational policies that shape the schooling system. Based on a thorough review of current research and existing data, this article provides a comprehensive analysis of the educational psychology of children in Jordan and how these insights can contribute to improving educational practices and policies in the region. Ultimately, it argues for a more inclusive, culturally sensitive approach to education that considers the cognitive, emotional, and social development of students in Jordan’s unique educational environment. The paper aims to contribute to the growing body of knowledge in educational psychology and offers recommendations for future research and intervention programs.

This study examines the level of empathy among elementary school teachers in the Arab sector in Israel and its impact on students’ emotional and cognitive development. It also explores whether statistically significant differences exist in teachers’ empathy levels and students’ emotional and cognitive development based on demographic variables (gender and grade). A descriptive correlational research design was employed, using a questionnaire to assess teacher empathy and its influence on students. The sample included 372 male and female students randomly selected from various elementary schools in the Arab sector in Israel. Data were analyzed using SPSS through descriptive statistics, t-tests, and analysis of variance (ANOVA). The findings indicate that teachers generally demonstrate a high level of empathy, with students expressing appreciation for teachers’ support and respectful interactions regardless of academic performance. A positive relationship was found between teacher-provided emotional and cognitive support and students’ ability to engage, express emotions, and achieve academic success. The study recommends strengthening the emotional dimensions of teacher-student relationships, particularly in supporting students experiencing sadness or anxiety, to foster a positive and supportive learning environment conducive to both emotional and cognitive growth. Furthermore, the study proposes several practical recommendations, including the development of training modules for teachers to enhance empathy, and policy-level interventions by school leadership to promote emotional well-being and inclusive educational practices. Interpretive analysis of interviews with teachers and students further reinforced these findings. Teachers viewed empathy not only as a means of emotional support but also as a foundation for building trust and ensuring a safe learning environment. Students reported increased comfort and engagement in classrooms where emotional and academic support were present. Many highlighted that teacher empathy helped reduce anxiety, boost self-confidence, and enhance their sense of security, thereby positively influencing academic performance.

A broad ranging, international peer reviewed journal in the field of educational psychology and developmental psychology. Topics of interest include, but are not limited to the following: Psychology of teaching, Social psychology of schools, Motor, perceptual, cognitive, social and emotional development in infancy, Social, emotional and personality development in childhood, adolescence and adulthood, Cognitive and socio-cognitive development in childhood, adolescence and adulthood, Developmental disorders, learning difficulties/disabilities and sensory impairments, etc.

Background and Aims: Social-emotional learning (SEL) is important in education because it provides students with the necessary skills for managing emotions, developing relationships, and making responsible decisions. By developing these skills, SEL improves students' academic performance, emotional well-being, and social competence, resulting in a more supportive and effective learning environment. The purpose of this paper is to look into how Social-Emotional Learning (SEL) in education promotes emotional intelligence and social competence. Methodology: This paper is based on peer-reviewed journal articles, academic books, and reports from organizations such as CASEL. It contains a wide range of research studies and policy briefs that provide a thorough overview of SEL interventions and outcomes. Results: the finding found that Social-Emotional Learning (SEL) is critical to students' academic, emotional, and social development. This review focuses on SEL's core competencies and their effectiveness in improving performance, behavior, and long-term outcomes. However, challenges such as limited resources, teacher preparedness, and measuring outcomes impede widespread SEL implementation. Innovations in digital tools and personalized learning, combined with supportive policies, can help to overcome these barriers and increase the impact of SEL. Conclusion: The findings emphasize the importance of social-emotional learning (SEL) in students' overall development and success. Addressing challenges and leveraging innovations in SEL can significantly increase its effectiveness and reach in education.

Background/Context Researchers have amassed considerable evidence on the use of student performance data (e.g., benchmark and standardized state tests) to inform educational improvement, but few have examined the use of nonacademic indicators (e.g., indicators of social and emotional well-being) available to educators, and whether the factors shaping academic data use remain true for these newer types of data. While the field continues to advocate for greater attention to the social–emotional development of students, there remains little guidance on conditions supporting the use of data on these important mindsets, dispositions, beliefs, and behaviors. Purpose/Focus of the Study In this article, we use sensemaking theory, prior research on academic data use, and research from a study of “early adopter” California districts to develop a framework for understanding conditions likely to shape educators’ use of social–emotional learning (SEL) indicators to inform practice. Research Design We develop our findings and framework by drawing on prior research and theory, as well as data from a multiyear research–practice partnership with a consortium of California districts that began measuring SEL as part of the No Child Left Behind waiver they received from the U.S. Department of Education. We draw on more than 125 interviews with consortium leaders, central office administrators, leaders, teachers, and staff in 25 schools and six districts to understand how they made sense of SEL and SEL survey data, as well as the practices employed to support SEL. Findings We find that five categories of conditions appear to shape how educators interpret and respond to SEL indicators: policy context, organizational conditions, interpersonal relationships and interactions, data user characteristics, and data properties. Much like academic data use, we find: (1) the accountability policy context can convey a sense of importance, but may also lead to distortive responses; (2) district and school leaders are critical for allocating time and staff, and cultivating a data culture; (3) collaboration facilitates sensemaking; (4) individual-level knowledge and beliefs can shape interpretation; and (5) timeliness and perceived relevance of data matter. Some of these conditions, however, are uniquely relevant to the use of SEL data, which brings greater ambiguity, uncertainty, and a decoupling from the traditional academic role of educators. We find that including SEL indicators in multiple measure systems can lead to uncertainty and interpretive complexity, and divide educators’ attention. Deficit conceptions may also shape sensemaking and are especially germane in the SEL context given documented gaps by race/ethnicity on measures of SEL. Another condition especially relevant to SEL indicator usage is the lack of coherence or clarity around SEL. The frequent misunderstandings of and disagreement about SEL—sometimes shaped by disciplinary background—could lead to different interpretations and responses. All of these conditions suggest that sensemaking and response to SEL data indicators are complex processes that require multiple enabling factors. Conclusions and Implications Given the significant investments in supporting and measuring student social-emotional development, it behooves policymakers, education leaders and practitioners to better understand the conditions facilitating and inhibiting productive use of SEL indicators. The framework provided herein presents a set of concepts and conditions that may be useful in supporting this process. The findings also raise a cautionary flag that while sometimes consistent with the process of using academic data, the use of SEL indicators may present added challenges worthy of attention. We conclude with implications for policy, practice, and research. Notably, education leaders and practitioners may want to invest in building common understanding of SEL and capacity to interpret and act on these indicators, and consider how equity orientations shape understanding and usage of SEL indicators. Policymakers may want to consider more formative uses of SEL data that are provided to educators earlier in the year, and attend to the human capital needs that accompany SEL data usage. Finally, researchers might build on this work by further examining the relationship between SEL and culture/climate and the ways in which educators respond to data on both, and also investigate the outcomes of SEL data usage, such as actions that lead to meaningful improvements in SEL.

SOCIAL EMOTIONAL DEVELOPMENT IN SCHOOL: THE ANATOMY OF ONE SCHOOL'S ROLE IN ADOLESCENT FEMALE DEVELOPMENT By Tanya E Forneris, M.Sc. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2006 Major Director: Steven J. Danish, Ph.D. Professor of Psychology, Psychology Department Social and emotional learning enables individuals to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish and maintain positive relationships, handle challenging situations effectively, achieve academically, and lead a healthy lifestyle. Research has shown that competent young people who are socially and emotionally competent are more likely to succeed both academically and personally and have strong personal and interpersonal skills. The purpose of this study was to examine one school's process in helping its students develop both socially and emotionally. For this study social-emotional learning was examined using the individual competencies and guidelines for schools outlined by the Collaborative for Academic, Social and Emotional Learning (CASEL). Individual interviews were conducted with four teachers, seven school personnel, nine alumnae, four students, and four parents. Focus groups were also conducted with students from each of the four grade levels and students completed personal reflections. In addition, v11 the researcher observed many events througho~~t the school year. A number of themes emerged from the interviews, personal reflections and observations that overlapped among the different groups of participants. These themes included: the care and support provided by the teachers to the students, the opportunities for the students to be involved and become contributing members in their school and communities; the availability of structured activities to enhance relationships among peers; incorporation of values in the curriculum; having a strong and caring leader; and the structure of the school being small and all female. These results support previous research related to the enhancement of social-emotional development and parallel the five recommendations outlined by CASEL related to how schools as institutions can promote social-emotional development.

Perceived Impact of Affect Labeling and Social Sharing in Healthcare: Insights from a Pilot Study and Opportunities for Future Investigation

This paper is a view to understand how positive peer pressure can be instrumental towards promoting healthy social and emotional developments in adolescents, define the extent to which positive peer pressure is associated with healthy behaviour and emotional well-being and identifying different ways by which positive behaviour is encouraged by peer pressure. Peers play a very important role in the overall social and emotional development of children and adolescents. Peer pressure is a very common phenomenon that most of us are familiar with. Peer pressure often appears to be negative, but not necessarily. When one's peer influences an individual to think and act in ways that changes an individual's thoughts, actions and lifestyle for better, it is called positive peer pressure. There is a huge pool of research on the negative influences of peer pressure; however, the extent of literature on positive peer pressure is quite limited even though it has potential for positive development. Research paper published between January 2000 to December 2015 has been taken from Jstor & Google scholar and 12 relevant articles were selected for review. The present study throws light at the fact that peer pressure can exert positive influences in the development of individuals, especially during adolescence when peer acceptance becomes an integral goal of their lives Hence, by paying equal attention to the positive aspects of peer pressure in addition to the negative aspects we will able to explain how positive peer pressure can be influential in their overall social and emotional development.

The purpose of this quasi-experimental study was to determine the efficacy of the Top 20 social emotional learning (SEL) program and how their SEL curriculum may lead to an increase in SEL. The secondary goal of this study was to explore how the social emotional competencies of self-awareness, self-management, social awareness, relationship skills, personal responsibility, decision-making, optimistic thinking, and goal-directed behavior may play a significant role in a child and adolescent’s social emotional development. A total of 359 middle school students participated in the study. The experimental group consisted of 170 students and the control group consisted of 189 students. Two middle school teachers at the school helped embed and teach the Top 20 SEL curriculum and monthly SEL lessons to all students in the experimental group. The teachers completed the Devereux Student Strengths Assessment (DESSA) pre-test one month into the study and the DESSA post-test five months later. The descriptive analysis revealed an increase in all eight social emotional competencies for the experimental group with a total SEL difference score of M = 8.23. The Top 20 SEL program has demonstrated how experience and practice in SEL skills are more likely to lead to an increase in SEL.

Background: Feeding a newborn infant with his or her mother's breast milk only or from a wet nurse without giving other liquids up to the age of 6 months is called exclusive breastfeeding (EBF). The promotion of EBF for the first 6 months of infant's life is the most effective way to reduce morbidity and mortality, especially in low- and medium-income countries. Despite several efforts to promote EBF, its practice has remained poor in many Sub-Saharan African countries including Nigeria. EBF practice is to a large extent influenced by the maternal knowledge and attitudes as well as sociodemographic and cultural factors. Objective: To determine the knowledge, acceptance, and practice of EBF among caregivers in Aminu Kano Teaching Hospital, Kano, Nigeria. Methods: This was a cross-sectional, descriptive study involving mothers who were currently breastfeeding at the time of the study or who had stopped breastfeeding not later than 2 years. Questionnaires were administered to breastfeeding mothers or fathers who knew the breastfeeding attitude of their wives during visits to the outpatient unit or immunization clinic. The age, sex, educational status, occupation, awareness, understanding of EBF, acceptance, practice, and benefits of EBF, and distance from health facility were explored from the caregivers. Results: Two hundred and seventy caregivers were studied of which 30 (11.1%) were male and 240 (88.9%) were female. The male-to-female ratio was 1:8 and the age ranges from 19 to 60 years with a mean of 29.4 and standard deviation of ±7.36. Majority of the caregivers (134, 49.6%) had tertiary level of education, while 79 (29.3%) had secondary education. Majority of the caregivers had good awareness and perception of EBF (77% and 51.5%, respectively). The EBF practice rate among the respondents was 68.52%. Caregivers with tertiary and secondary levels of education had good awareness and perception of EBF (χ 2 = 48.628, P = 0.000; and χ2 = 49.106, P = 0.000, respectively). They also had good acceptance and practice of EBF (χ 2 = 35.897, P = 0.000; and (χ 2 = 17.999, P = 0.001, respectively). There were more awareness and perception of EBF among health workers and teachers (χ 2 = 33.972, P = 0.000; and (χ 2 = 12.925, P = 0.005, respectively). They also accepted and practiced EBF significantly (χ 2 = 16.867, P = 0.001; and χ2 = 16.736, P = 0.001). Proximity to health facility had a significant impact on awareness, acceptance, and practice of EBF by the caregivers (χ 2 = 17.391, P = 0.002; χ 2 = 14.263, P = 0.007; and χ 2 = 9.802, P = 0.044, respectively). Conclusion: Educational level, occupation, and proximity to health facility have positive impact on awareness, perception, acceptance, and practice of EBF among caregivers in Kano. Therefore, there is need to educate and empower women and make health facilities accessible to them to support, promote, and protect EBF in our communities.

This contribution evaluates opportunities and challenges concerning the conception and utilization of visuals in current German geography textbooks from multidisciplinary theoretical perspectives. The designer’s point of view, with insights from visual communications, information design, user experience design, and instructional design, will be discussed, together with the findings from work in the fields of media studies, educational psychology, and geography education. Based on the theoretical approach, a discussion will be put forth regarding the usability aspects of visual design features in geographical learning media, relations between visual attention, visual search strategies, visual literacy skills, instructional design strategies, subject didactics, and motivational aspects of knowledge construction through today’s multimodal geography textbooks. This contribution suggests six usability qualities of visual design elements in textbooks that may affect learning motivation and knowledge construction: aesthetics (visual appealing), (quick and easy) orientation, usefulness (relevant information complementing text information), helpfulness (support with completing tasks and content comprehension), interest (relevant content, new perspectives), and comprehensibility (image content connects to the topic). A model embeds the evolved usability qualities of ‘well-designed’ textbooks into existing theoretical models from the fields of educational psychology, visual communications, media studies, and geography education.

The study is based on the relationship between teacher empathy, classroom climate, and self-esteem in children with learning disabilities (LD). Since LD children are exposed to emotional and social problems unique to them that could interfere with their school performance and interactions with their peers, the need to address such problems is vital towards the general development of children. The authors explore the question of whether teacher empathy plays a role in positive classroom climate and whether classroom climate in its turn has an impact on the self-esteem of children with LD. Besides, the research considers the direct and indirect effects of teacher empathy on self-esteem using classroom climate as the mediating variable. Qualitative surveys were conducted on 150 primary and secondary school children with LD to assess the variables of teacher empathy, classroom climate, and self-esteem, and validated scales were used. The findings indicate that teacher empathy and classroom climate are strongly positively correlated, with teacher empathy being the source of a less hostile and more accommodative and inclusive classroom atmosphere. Additionally, positive classroom climate was found to have positive relationship with high self-esteem among children with LD. The mediation analysis established that classroom climate mediates teacher empathy to self-esteem. The results of the study have demonstrated the significance of teacher empathy and classroom atmosphere in fostering emotional and academic well-being of children with learning disabilities. The research can have useful implications to the educational practice, as it recommends that teacher training programs, which stress on empathy and the development of supportive classroom climate, are required.

This research would investigate the level of Social Emotional Learning (SEL) competencies among Senior High School learners, analyzing their demographic profile and exploring the relationships between various profile variables and SEL competencies. Utilizing statistical tools such as mean, standard deviation, and correlation, this study offered a comprehensive understanding of the SEL landscape among senior high school students. The study revealed a detailed demographic profile, highlighting predominant age groups, gender distribution, grade levels, and academic tracks among the participants. Furthermore, it uncovered varying proficiency levels in SEL competencies across different indicators, showcasing both strengths and areas for improvement. Statistical analyses would demonstrate significant relationships between demographic variables and SEL competencies. Correlation analysis revealed nuanced associations, indicating the impact of age, gender, grade level, and academic track on students' social and emotional development. Specifically, while age did not exhibit a significant relationship with SEL competencies, gender, grade level, and academic track emerged as significant predictors, emphasizing the importance of considering diverse factors in SEL interventions. In conclusion, this study would provide valuable insights for educational stakeholders, policymakers, and educators. Recommendations include tailored interventions to address specific demographic needs, integration of SEL components into the curriculum, teacher training on SEL pedagogy, and promotion of gender-inclusive practices. Future research directions encompass longitudinal studies to explore developmental trajectories and qualitative inquiries to elucidate contextual influences on SEL outcomes. Overall, this study contributes to evidence-based practices in promoting holistic development among senior high school learners, fostering their success in academic and personal spheres.