Emotional Learning Competencies Research Articles

Effects of a Social-Emotional Learning Intervention on Social-Emotional Competencies and Behavioral Problems in Elementary Students Amid COVID-19.

This study investigated whether a social-emotional learning program, implemented over a one-year period, could lead to gains in social-emotional competencies and to a reduction in internalizing and externalizing problems in the context of the COVID-19 pandemic. Furthermore, the program analyzed how students (boys vs. girls) with varying levels of social-emotional competencies and externalizing and internalizing problems, and from different socioeconomic backgrounds, were differently affected. The program was applied to 358 Portuguese third- and fourth-grade students (51.4% boys, Mage = 8.56; SD = 0.82). Self-report (students) and hetero-report (teachers) questionnaires were administered before and after the intervention. Linear mixed-effects models were computed to test intervention impacts. Significant intervention gains were noted in social-emotional learning competencies, namely emotional knowledge, social competence, peer relations, self-management, and academic behavior, and in externalizing (social problems) and internalizing (anxiety) problems. No effects were found in aggressiveness. Students with lower social-emotional competencies and higher externalizing and internalizing problems at baseline profited more from the program. Gender moderated both emotional knowledge and social problems, and socioeconomic status only moderated social problems. Findings highlight the effectiveness of this social-emotional learning program, especially for students facing initial challenges. Recommendations for future research, acknowledging limitations and strengths, are discussed.

Incorporating Social and Emotional Learning in the English Classes at Military Academies

Abstract As military students navigate the demanding transition to the post-pandemic learning environment, there is a growing recognition of the importance of addressing social and emotional learning (SEL) needs. Drawing on existing literature as well as on empirical evidence, the present paper focuses on the unique benefits that this type of learning has for cadets and on the potential that foreign language classes can have as a platform for promoting Social and Emotional Learning competencies such as more involvement in the English classes, an increased resilience level, better relationship skills, or increased academic performance. The article also presents some potential challenges for the implementation of SEL in English classes at military academies, including alignment with existing curriculum standards, faculty training and support, and assessment of SEL outcomes. Furthermore, the paper suggests modalities in which SEL can be incorporated in the English classes by means of projects, role-plays, problem solving, etc. and pinpoints the role that educators play in facilitating SEL integration. By addressing these challenges and capitalizing on the expertise of teachers and military leaders, academies can create inspirational learning environments that promote the social, emotional, and academic growth of their cadets, preparing them for the 21st century.

Combining Social–Emotional Learning Competencies and Contemporary Concerns Picturebooks to Foster Early Literacy Practices: An Interdisciplinary Approach

AbstractThere is value in integrating social–emotional learning with academic development as a way to support children's abilities to effectively communicate ideas, collaboratively solve problems, and strengthen early literacy practices. In this article, we discuss suggestions for using picturebook read‐alouds as stepping stones for integrating social–emotional learning (SEL) competencies and core standards (ELA and SS) to address topics related to social justice, equity, and inclusion. We connect each SEL competency with a related topic for discussion and highlight lesson ideas for early grades to examine these themes, including potential prompts a teacher may use to foster curiosity and help students develop questions about each topic.

An Initial Validation of Transformative Social and Emotional Learning (SEL) Competencies Scale Among Asian American Pacific Islander (AAPI) Teachers

Although transformative social and emotional learning (SEL) has been recognized as a compelling concept to advance SEL practices toward equitable outcomes for both students and adults in schools, psychometrically and theoretically sound measurement tools facilitating the implementation of transformative SEL practices are still lacking. To address this research gap, we conducted the initial validation of a teacher self-reflection scale initially developed by Collaborative for Academic, Social, and Emotional Learning (CASEL) to assess teachers’ perception of their social and emotional competencies in transformative SEL practices among a sample of 249 Asian American and Pacific Islander (AAPI) teachers in the U.S. Results of exploratory confirmatory factor analyses suggested that a 22-item version of the Transformative Social and Emotional Learning Competencies Scale (TSELCS-22) was best supported by a second-order model with one second-order factor of overall social and emotional competencies and five first-order factors. The measurement invariance test indicated that the factor structure of the current scale was consistent across genders. Correlation analyses showed that teachers’ self-reported social and emotional competencies based on TSELCS-22 generally had positive correlations with teachers’ subjective well-being. TSELCS-22’s practical implications in supporting the transformative SEL practices for AAPI teachers and teachers and students from other diverse backgrounds were discussed. Impact Statement This study is the first validation study of the Transformative Social-Emotional Learning Competencies Scale among Asian American and Pacific Islanders (AAPI) teachers. In alignment with CASEL’s transformative social and emotional learning (TSEL) framework, it provides the initial empirical evidence for a self-reported assessment tool to understand and support transformative SEL practices among teachers and to improve teacher well-being and workforce, particularly for those from racial/ethnic minoritized backgrounds.

Measuring social and emotional learning skills of preschool children in Croatia : initial validation of the SSIS SEL Brief Scales

Although there is increased interest in social and emotional competence and mental health in Croatia, there are currently limited measurement options available for early childhood settings. Thus, the SSIS SEL Brief Scales (SSIS SELb), an efficient measure of social and emotional learning competencies developed in the United States, was translated to Croatian and used by 49 early childhood educators to rate a sample of 685 children (average age 4.3 years) from several counties in Croatia. Regarding measurement invariance, the final model cohered substantially with a CASEL-inspired framework. Overall reliability was also high especially for the SEL Composite (α = .94), with notably lower reliability for subscales. Regarding cross-group concurrent validity, concurrent coefficients were largely similar across age and gender, but there were regional differences in validity. Likewise, validity correlations were in line with expectations, with moderate relationships observed between the SSIS SEL Composite and Child and Youth Resilience Measure scores. In sum, the high level of reliability provided a foundation for applied and research usage of the Croatian SSIS SELb, although further validation research will continue to be necessary before widescale implementation. Limitations to the study are discussed and also point to needed additional research before utilizing the Croatian translated SSIS SELb for applied decisions with young children.

Teachers’ Social Emotional Learning Competencies and Social Justice Teaching Beliefs and Associations with Children’s Prosocial Behavior and Community Engagement

Teachers’ Social Emotional Learning Competencies and Social Justice Teaching Beliefs and Associations with Children’s Prosocial Behavior and Community Engagement

Item response theory analysis of self-reported social–emotional learning competencies in an Australian population cohort aged 11 years.

Childhood social and emotional competencies are recognized as teachable skills affecting well-being and developmental outcomes across the life span. This study sought to develop and validate a brief self-report measure of social-emotional competencies in middle childhood. The study used items from the 2015 Middle Childhood Survey, administered to a representative subsample of the New South Wales Child Development Study cohort, comprising sixth grade students (n = 26,837; aged 11-12 years) attending primary school in New South Wales, Australia. Exploratory and confirmatory factor analyses assessed the latent structure of social-emotional competencies, and item response theory and construct validity analyses evaluated the reliability, validity, and psychometric properties of the derived measure. A correlated five-factor model outperformed other latent structures (one-factor, higher order, and bifactor models) and was consistent with the framework developed by the Collaborative for Academic, Social, and Emotional Learning that informs the Australian school-based social-emotional learning curriculum, incorporating the following: Self-Awareness; Self-Management; Social Awareness; Relationship Skills; and Responsible Decision-Making. This brief (20-item), psychometrically sound, self-report measure of social-emotional competencies in middle childhood provides capacity for exploration of these skills as mediators and moderators of developmental outcomes across the life span. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Social-Emotional Learning Competencies and Its Relation to Reasoning Skills: Moderating Effect of Academic Strand

Waning attention to the facets of social and emotional learning competencies (SELC) in an educational context along with the students’ poor mathematical performance, which can be predicted through mathematical reasoning skills (MRS), is an issue that has to be addressed in the Philippines. Despite the fact that it has been shown to have an impact on mathematics achievement, associating SELC into the field of mathematical reasoning has yet to be explored. Hence, the study attempted to shed attention on the relationship between the perceived SELC of the respondents in terms of self-awareness, self-management, social awareness, relationship skills, and responsible decision-making and their level of MRS as to analyzing, generalizing, and justifying, and if strand moderates this relationship. A descriptive-correlational design with moderation analysis was used and stratified-random sampling technique was utilized in choosing 117 grade 12 students from one state university. Adapted self-report survey and mathematical reasoning tasks were used to gather data. The results revealed that there is a significant relationship between the perceived SELC and MRS, except in self-management and relationship skills. Findings have also suggested that strand moderates the relationship of the two variables which implies that the interaction of SELC and strands of the respondents poses a direct relationship with their reasoning abilities in mathematics, when students are from STEM. Implementation of teaching strategies fostering students’ social and emotional states is recommended.

Students’ Possession of Social and Emotional Learning Competencies in the Second Cycle Schools of Basic Education in the Sultanate of Oman

The study aimed to identify the degree of students’ social and emotional learning competencies in the schools of the second episode of basic education in Oman after the COVID-19 pandemic, and the researchers used the descriptive curriculum. The questionnaire of the OECD study was used for social and emotional skills in learning (Kankaraš and Suarez-Alvarez, 2019) which consisted of 5 competencies and 30 indicators: accomplishing tasks; emotional organization; dealing with others; cooperation; and openness. The results of the study showed that the overall degree of students’ ownership of social and emotional learning competencies was largely, with an average account (3.70), 74%, and a degree of ownership of each competency to a large extent, and in proportions percentage, ranged from 60.3% to 82%. There are statistically significant differences in the degree to which students have social and emotional learning competencies in the schools of the second episode of basic education in Oman in the total degree attributable to the sex variable, in favor of females (female students), while there are no statistically significant differences in the degree to which students have the competencies of social and emotional learning in the overall degree depending on the age variable. The study recommended that social and emotional learning skills be integrated into the curriculum, and that the Ministry of Education adopt courses, workshops, and lectures on emotional social learning programs aimed at educating all educational, community and media institutions.

A Diverse Social and Emotional Learning Booklist for Gifted Learners and Advanced Readers

ABSTRACT Despite the changing school demographics indicating an increasingly greater diversity in today’s classrooms, research indicates how teachers have little cognizance of the cultural backgrounds of their students. This becomes an issue among gifted students who are double minorities: those who are gifted and of a different cultural background, or of low-income status, rendering them doubly vulnerable. One of the ways this can be addressed is by introducing diverse books with an international focus to 9- to 12-year-old gifted students allowing them to see themselves reflected in what they read and to facilitate the learning of social and emotional learning competencies. Using the critical multicultural analysis framework and strategies on promoting multicultural awareness, recommended activities and discussion questions are provided to educators.

Supplemental Material for Item Response Theory Analysis of Self-Reported Social–Emotional Learning Competencies in an Australian Population Cohort Aged 11 Years

Supplemental Material for Item Response Theory Analysis of Self-Reported Social–Emotional Learning Competencies in an Australian Population Cohort Aged 11 Years

Promoting social and emotional learning competencies in science, technology, engineering, and mathematics project‐based mathematics classrooms

AbstractIn this Information Age, mathematics learning has shifted from independent to collaborative, and the ability to utilize both intrapersonal and interpersonal skills in learning has become essential. To cultivate multiple intelligences in mathematics classrooms, integrating project‐based learning into mathematics instruction can be a promising approach. In this study, we analyzed 15 elementary interns' project‐based mathematics (PBM) lessons and observed their implementation at two public elementary schools in the southern United States. The findings revealed that the science, technology, engineering, and mathematics (STEM) PBM lessons conducted by the interns shared five common features: (a) enhancing empathy and social awareness, (b) solving real‐life mathematics‐related problems, (c) utilizing personal strengths to enhance the utility of mathematics, (d) supporting wide‐ranging and collective mathematics learning, and (e) cultivating personal responsibility in mathematical problem solving. We further discussed how these STEM PBM lessons guaranteed an opportunity to foster students' social and emotional learning competencies in mathematics classrooms. We conclude that PBM provides a practical way to effectively engage students and enhance learning purpose in elementary classrooms and recommend this innovative pedagogy to both novice and veteran elementary teachers.

Using Fermi Questions to Foster Community

Two teachers describe how to use Fermi Questions to illuminate the connections between the Standards for Mathematical Practice and the social and emotional learning competencies.

Supporting SEL Competencies with Number Talks

We show how PK–2 teachers can integrate social and emotional learning competencies in Number Talks to increase positive behaviors and mathematics learning.

Disrupting deficit dialogues with literature

PurposeThis paper aims to connect disability studies to multicultural education. This paper advances equity discussions and positions educators as interrupters of deficit dialogues that exclude students with social/emotional/behavioural (SEB) differences, disrupting the ableism that is present in schools.Design/methodology/approachThe authors studied current children’s and young adult literature with representation of SEB differences to develop a three-dimensional model for educators. The authors synthesized interdisciplinary fields to provide educators guidance for planning, teaching and assessing student learning using such books.FindingsThe 3-D Model: Disrupting Deficit Dialogues with Literature (3-D model) is a framework that educators can use to evaluate SEB differences representation in books, deliver instruction that supports students’ critical thinking and assess student gains in literacy and social–emotional learning. This tool helps educators develop inclusive, interdisciplinary instruction, embedding social–emotional learning competencies in literacy lessons that disrupt deficit dialogues about SEB differences.Originality/valueWhile other frameworks exist for evaluating books portraying characters with differences, they are not solely focussed on the assets of children with social/emotional/ behavioural differences. The 3-D model supports interdisciplinary instruction to meet mandated standards, incorporating concepts from disability studies in education into multicultural education. There is little research or guidance for educators in this field. However, challenging assumptions about disability and societal norms foregrounds possibilities for change as a foundation of multiculturalism.

A How-To for Pairing Standard 1 NHES-Infused Performance Indicators With NHES Skills and CASEL Competencies: Planning for the Skills-Based Health/SEL Education Classroom

The purpose of this article is to provide the practicing teacher with a planning tool that helps infuse National Health Education Standard (NHES) 1 with NHES 2–8 and social–emotional learning competencies and sub-competencies in their lessons and units. Because the focus on the social and emotional learning of students is in high demand given the stresses that currently plague society, it is important that teachers have the tools to incorporate the Collaborative for Academic, Social, and Emotional Learning (CASEL) competencies and the NHES into their daily lessons and units. This article provides the teacher with instruction on how to infuse health education content into the health education skills and align social and emotional learning. The article expands the recently published CASEL and NHES Crosswalk to dig deeper into the infusion of Standard 1 of the NHES. The authors provide concrete steps and examples to show teachers practical ways for incorporating health education content, skill standards, and social and emotional learning.

Teachers' perceptions of social and emotional learning competencies in the schools of the second episode of basic education in Oman

The research aims to identify the degree to which teachers possess social and emotional learning competencies in the schools of the second cycle of basic education in the Sultanate of Oman after the Corona pandemic, and the researchers used the descriptive approach. (5) Competencies, and (46) indicators: (self-awareness - self-management - social awareness - relationship skills - responsible decision-making). The research sample consisted of (380) male and female teachers in the second-cycle schools in the governorates of North and South Al Batinah, North Al Sharqiya, and Dhofar. The results of the research showed that the total degree of teachers’ possession of social and emotional learning competencies was to a large degree, with an arithmetic average (2.95), and a percentage (74%), The degree of possession of each competency (5) was also significant, and there are statistically significant differences in the degree to which teachers possess social and emotional learning competencies on the efficiency of social awareness in favor of female teachers, while there are no statistically significant differences in the degree to which teachers possess social learning competencies. In addition, emotional due to the variable age. The research recommended that the Ministry of Education adopt training courses, workshops, and lectures on social-emotional learning programs for teachers.

Youth-Led Participatory Action Research in School Counseling as a Vehicle for Antiracist SEL

As youth in the United States continue to become diverse, it is important for the practices educators adopt to be inclusive and antiracist. Youth Participatory Action Research (YPAR) is a pedagogy that aligns with the social emotional learning competencies and the tenets of antiracist education. We propose that school counselors are best positioned to support efforts to implement YPAR in schools. The following article provides 2 case examples of the use of YPAR: one in a school counseling small group and the other in a classroom co-facilitated with a teacher.

Enhancing Social and Emotional Learning (SEL) Competencies among Education Students through the “Share a Book, Wake a Thought (SABWAT)” Activity

The holistic development of every learner is one vital aim of schools. Thus, the College of Education of the University of Batangas maintains and enhances students’ intellectual, physical and socio-emotional growth and development through developmentally-appropriate activities such as the Share a Book Wake a Thought (SABWAT) project. This research intended to enhance the social and emotional learning competencies of the student-donors of the books and eventually improve the ways the SABWAT activity would be handled in the next years. It utilized the descriptive research design with a self-constructed questionnaire as the main data gathering tool based on the Collaborative for Academic, Social and Emotional Learning (CASEL) Frameworks. It also used focus group discussion to verify the information gathered. Using stratified random sampling, the researchers selected 111 out of 235 enrolled students in the College of Education. The researchers used descriptive statistics such as mean and standard deviation. The findings revealed that the Education students, after being involved in the SABWAT activity, gained social awareness, self-awareness, responsible decision making, relationship skills, and self-management skills; the manifested application of these competencies in life. Major issues and challenges were the limited number of books donated, the small number of students being involved in the actual donation day, and the lack of information about the activity. The proposed SABWAT improvement plan aims to address the issues and challenges like the aforementioned. It is also intended to improve the SEL competencies of students through the various activities relative to SABWAT.

“Here Comes a Thought”: Steven Universe as Social Emotional Curriculum

Abstract The emphasis on social emotional learning as a focus in schools has led to the development of new materials for curriculum in classrooms for teaching social emotional content and competencies. This paper conceptualizes the use of narrative television and animation, specifically, the cartoons Steven Universe and Steven Universe Future as powerful pedagogical tools for engaging social emotional learning in classrooms. The purpose of this paper is to demonstrate the efficacy of these cartoons as tools for classroom use given their emphasis on inclusivity, diversity, and their popularity with young people today. Utilizing the Collaborative for Academic, Social, and Emotional Learning Competencies as a framework, the paper highlights selected episodes of the shows, and demonstrates ways the shows can be used to teach these competencies. As teachers continue to encounter ever-diversifying student populations, the use of media such as Steven Universe can help support inclusive classroom environments that engage the emotional lives and experiences of young people today.