Emotional Learning Programs Research Articles

Enhancing agency and empowering young people: The transformative impact of social and emotional learning programmes

BackgroundOver thirteen million people in the UK are currently living in poverty, and over four million are children (Department for Work and Pensions, 2022; Child Poverty Action Group, 2023). The Youth Futures Foundation (2021) argue that many young people do not have access to support or appropriate information to find employment or apply to further or higher education. ObjectiveThe purpose of this paper is to analyse young people’s experiences in a youth programme, adopting a Capabilities Approach (CA), to showcase how developing social and emotional learning (SEL) skills and competencies translates to tangible and powerful change in young people’s agency in their decisions.Participants and Setting.The research adopts a structured methodology focusing on the experiences of young people engaged in the programme in addition to parents, stakeholders and teachers. It investigated the benefits of the youth programmes, delivered across England and Wales in partnerships with other reputable organisations, for young people participating in the programme. MethodsThematic analysis was used to analyse data collected from semi-structured interviews and focus groups with 66 individual participants. This analysis led to the development of two themes: ‘improving young people’s confidence and aspiration’ and‘preparing young people for the future’. ResultsEmpowering young people through a programme developing SEL contributes to enhancing their capabilities, which is essential in preparing young people for transition from education to work. Adopting this type of approach requires innovation and flexibility to ensure challenges (for example, COVID-19) do not derail progress and, instead, contribute to the development of safe environments and secure relationships. ConclusionsOrganisations who create a safe space and offer long-term SEL support, give young people the confidence to interact, access opportunities outside of the classroom and put forward their views and set aspirations for their future. This promotes a capability approach, which illustrates the importance of providing young people with opportunities for repeated active involvement in activities (or interventions) in creating active citizens who understand/recognise their aspirations and worth.

The efficacy of the peace ambassador project: Promoting children’s emotional intelligence to address aggression in the early childhood classroom

This study explored the effect of a social emotional learning programme- the ECE-Peace Ambassador project (ECE-PAP) − on children’s (i) emotional intelligence, (ii) prosocial behaviour, (iii) aggressive behaviour with peers, (iv) and peer exclusion. Employing a quasi-experimental design, ECE-PAP was implemented in 16 schools in Hong Kong. In each school, teachers in one K3 class (4- to 5-year-olds) implemented the programme and a second K3 class served as a control (N=302). Multiple reporters (children, parents, and teachers) provided assessments of children’s emotional competence, social behaviour, aggressive behaviour, and responses to peer aggression the week before the programme, the week after, and three months later. Preliminary analyses showed that at pretest, children in the experimental condition showed lower emotional intelligence and less competent responses to peer aggression than controls. However, these differences disappeared by posttest and remained non-significant at follow-up. Children in the experimental condition showed increases from pre- to posttest in emotional intelligence, emotion labelling, and taking action to stop bullying, and decreases in avoidance and aggressive responses. Implementing the programme over a greater number of weeks was associated with more positive child outcomes. These results suggest that ECE-PAP may be an effective, cost-effective way to address aggressive behaviour in kindergarten classrooms by promoting children’s emotional intelligence and social skills

The Effect of Mindfulness-Based SEL Programs on Reducing Stress and Improving Mental Health in Adolescents in Jordan

This study employed quantitative methodologies to investigate the impact of a 12-week mindfulness-based Social and Emotional Learning (SEL) program on lowering stress and improving mental well-being in a sample of 300 adolescents from Jordan. The study employed a stratified random sampling strategy to choose participants from diverse urban and rural populations. Data was collected utilizing the Perceived Stress Scale (PSS) and the Strengths and Difficulties Questionnaire (SDQ). The data evaluation involved the use of descriptive statistics, paired-sample t-tests, regression analysis, and an Analysis of Covariance (ANCOVA). The results indicate a significant decrease in stress levels and positive changes in mental health outcomes following the intervention. The regression analysis revealed that age was a likely predictor of changes in stress levels, indicating that older persons saw more significant declines. The analysis of covariance (ANCOVA) indicated significant gender-specific discrepancies in the impacts of the intervention. Independent samples t-tests revealed statistically significant variations in the average rankings across specific age groups and school environments. Proposed measures include implementing mindfulness-based social and emotional learning (SEL) programs in school systems, tailoring treatments to suit different demographic groups, examining gender-specific factors, and advocating for policy integration. Performing a longitudinal study is typically advised to assess the long-term sustainability of intervention results.

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.

What do parents know about social-emotional learning in their children’s schools? Gaps and opportunities for strengthening intervention impact

Universal school-based social and emotional learning (SEL) programs have been shown to have a range of benefits for students. However, these programs tend to focus on students, not involving parents, which may limit their impact outside the school context. We conducted focus groups and interviews with 118 parents, 58 teachers, and 6 school administrators at six public elementary schools across the United States implementing the Second Step SEL program to determine (a) what parents want to know about SEL in their children’s schools and why, (b) what parents actually know about SEL in their children’s schools, and (c) educators’ perspectives on SEL communication with parents. The findings suggest that school staff underestimate parents’ interest in knowing what their children are learning in SEL at school and perceive logistical barriers to SEL communication with parents. Accordingly, many parents report lacking knowledge about SEL despite valuing that knowledge and wishing to support their children’s SEL development. These findings point to ways SEL programs can be designed to better communicate with parents, and importantly, to facilitate parental engagement in the development of their children’s SEL skills.

Beyond fidelity: unveiling the landscape of teacher adaptation in social and emotional learning programs

Despite the rapid growth of social and emotional learning (SEL) programs, research on program implementation has lagged behind. In the landscape of implementation science for SEL programs, fidelity and dosage are often emphasized, but important aspects like adaptation have largely been neglected. This qualitative study addresses three research questions: (1) do teachers make adaptations when implementing SEL programs? (2) how do teachers adapt these lessons? and (3) why do teachers adapt these lessons? Data on adaptation were obtained from 17 elementary and middle school teachers via interviews and open-ended responses from implementation diaries from two randomized controlled trials of SEL programs. Findings revealed that all teachers made at least one adaptation, including structural adaptations (i.e., changes to content, sequencing, and timing) and process adaptations (i.e., adaptations made to how the lesson was delivered and experienced). Teachers also described reasons for adapting that were broadly due to student factors, program factors, and contextual factors. These results shed light on the numerous ways in which teachers adapt SEL programs and the array of complex reasons that lead to the adaptation of lessons within these types of programs and highlight the critical need to consider teacher adaptations in SEL program implementation. Future research should explore the impact of these adaptations on student outcomes and develop robust methods to capture and analyze adaptations.

Social–emotional learning program: a community-based case-controlled study

Social–emotional learning program: a community-based case-controlled study

The SSIS SEL Brief Scales – Student Form: Examining the Structural Validity of a Portuguese Version

Abstract Background Despite the increased use of social and emotional learning (SEL) programs, empirical research is hindered by lengthy assessment options, difficult to fit into educational contexts. To cover these needs, the Social Skills Improvement System SEL Brief Scales – Student Form (SSIS SELb-S) was developed. Although it has been translated into several languages, a Portuguese version with sound psychometric properties is still missing. Objective This study aimed to develop the Portuguese version (SSIS SELb-Spt) and to examine its psychometric properties. METHODS: After translating the original SSIS SELb-S to Portuguese, the instrument was administered to 200 5th graders, along with self- and hetero-report measures of school well-being and involvement, peer acceptance, and academic achievement. We examined the SSIS SELb-Spt factorial validity and reliability, tested its correlations with external correlates, and examined the instruments’ predictive validity. Results Results supported a three-factor structure of the scale, which included the dimensions of intrapersonal and interpersonal skills, and responsible decision-making. Correlations with external correlates were in the expected direction. Moreover, the scale predicted school involvement and later academic achievement. Conclusion This study seems to corroborate and extend previous knowledge about the validity of SSIS SELb-S, offering validity and reliability evidence on the scale’s three-factor structure.

Enhancing outcomes: Culturally adapted social-emotional and behavioral interventions for rural black elementary learners at risk.

Educators are responsible for supporting positive school experiences for all students, including those with or at risk for emotional and behavioral disorders (EBD). Students with or at risk for EBD experience multiple negative outcomes impacting their school years, and these negative outcomes extend past graduation. Social and emotional learning programs are being used by schools to build students' competency in areas designed to help them successfully manage the school environment and life in general. However, studies have not provided evidence that universal social-emotional learning (SEL) programs are effective for Black students. This study provides data on the efficacy of an intervention package comprised of the Strong Kids SEL Program and a Tier 2 culturally adapted check-in/check-out (CICO) with Black students in a rural district in an underserved community. Cultural adaptations presented for the SEL curriculum were based on developers' recommendations and teacher feedback from prior studies and incorporated focus groups. Behavior management support in the form of a culturally adapted CICO was provided to participants exhibiting externalizing behaviors disruptive to the learning process. Results indicated a functional relation between the intervention package culturally adapted (SEL + CICO) and a decrease in student rate of externalizing behavior and strong social validity across teachers and students. Hierarchical linear modeling showed a statistically significant decrease in externalizing behavior from baseline to intervention phases, with data suggesting the moderator of grade-level explained variability in the effectiveness of the intervention. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A Rasch Analysis of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) in Chinese Context

The impact of teachers’ beliefs on the implementation and effectiveness of Social and Emotional Learning (SEL) programs underscores the essential need for reliable measures of these beliefs. This study aims to explore and validate the psychometric properties of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) within the Chinese educational context, utilizing the Partial Credit Model of the Rasch family models. Through the analysis of responses from 893 Chinese teachers, our findings confirm the reliability, validity, and robust psychometric properties of the TSELBS, making it a valuable instrument for assessing educators’ SEL beliefs. Additionally, our results indicate that the TSELBS demonstrates fairness across gender, educational levels, and areas. These outcomes emphasize the critical role of culturally sensitive methods in evaluating SEL beliefs and lay a foundational step for future cross-cultural research in this domain. This contribution advances the global conversation on SEL, facilitating further studies on similar validations across diverse cultural settings.

The Role Of Socıal And Emotıonal Learnıng (Sel) In Growıng The Socıal And Emotıonal Skılls Of Prımary School Students

Good mastery of various skills allows individuals to achieve success in life. This also applies to elementary school-age children. One of the skills that are considered important to master is social and emotional skills. From the results of simple interviews and observations that have been conducted in pre-research at SD Prestige Bilingual School, this school implements the Social and Emotional Learning (SEL) Program as an effort to overcome various social and emotional problems felt by students. From the findings of simple interviews and observations that have been carried out in pre-research, this research was conducted to find out and describe the implementation of Social and Emotional Learning (SEL) in fostering students' social and emotional skills, especially in the implementation of learning. This type of research is qualitative research. The methods used are observation, interview, and document study. This research is located at SD Prestige Bilingual School. From the results of this study it can be concluded that grade 2 students of SD Prestige Bilingual School have good social and emotional skills, although there are still some students who are considered to have to hone their social and emotional skills again. The Social and Emotional Learning (SEL) program has an important role in fostering the social and emotional skills of grade 2 students of Prestige Bilingual School through a series of activities such as SEL learning, classroom goals, meet up, buddy up, community buiders, and SEL week.

A school-based intervention programme to prevent anxiety and depression among Chinese children during the COVID-19 pandemic

BackgroundChild and adolescent mental health is a major public health concern worldwide. The development of children’s social and emotional skills helps to improve mental health and wellbeing, and prevent anxiety and depression. The school-based social emotional learning (SEL) programmes have proved effective in a number of countries. But in Mainland China, there has been no empirical research of the effectiveness on children’s mental health. The study conducted a SEL programme in China during the COVID-19 pandemic and aimed to determine whether: (1) a SEL programme can reduce anxiety and depression, (2) the intervention effect is influenced by sociodemographic characteristics, (3) the programme effects change children’s emotion management and communication.MethodsParticipants were 230 children aged 8–12 years in the intervention school and 325 in the control school in two poor villages in central China. The study was a quasi-experimental trial, comprising 16 weekly 90-minute sessions. It used a mixed-methods design, with a quantitative survey administered at baseline, post-intervention, and 5-month follow-up, and qualitative interviews. Linear mixed effects regression modeling was used to analyse the intervention effectiveness, linear models were conducted to examine the moderation effect of sociodemographic variables, and the inductive thematic analysis approach was used for interview data.ResultsThe intervention had no significant effect on anxiety or depression, except that intervention school children who lived with neither parent (left behind children) reported lower depression scores than control school at post-intervention and 5-month follow-up. Qualitative interviews showed after intervention children were more able to control tempers and better communicated their thoughts and feelings, improving their relationships with family and friends.ConclusionsThe programme was cheap, easy to implement, and warmly welcomed by children, schools and caregivers, suggesting it was feasible and potentially sustainable. More research is needed on the adaptation of the SEL programme in the Chinese context.

Mindfulness-based social-emotional learning program: Strengths and limitations in Vietnamese school-based mindfulness practice

Mindfulness practices in schools have emerged as an educational effort that aims to promote the development of the competency and mental well-being of students. Specifically, mindfulness-based social–emotional learning (MBSEL) programs are an educational strategy that focuses on the improvement of social–emotional competence by cultivating awareness of the present moment through mindfulness activities. This study intended to investigate the benefits and limitations of the implementation of school-based mindfulness practice in a developing nation with a culturally diverse and multi-religious population. Using an interpretive phenomenological method, the researchers interviewed eight mindfulness practitioners experienced in teaching or overseeing MBSEL programs in schools. The findings demonstrated how a western-based mindfulness program can be matched with the fundamental concepts of eastern mindfulness practices, as influenced by the Eastern Trinity philosophy. Furthermore, the study emphasized the difficulties that emerged from misconceptions about the concepts of mindfulness practice and the position of school-based mindfulness programs within the scope of school counseling, which impeded the successful implementation of the practitioners of the MBSEL model. These initial findings elucidated the nuances of implementing MBSEL initiatives within the context of a developing country marked by a rich tradition of mindfulness practice and accessible resources for advancing mindfulness studies.

A statewide multi-tiered system of support (MTSS) approach to social and emotional learning (SEL) and mental health

Amidst growing concerns about the prolonged youth mental health crisis, many schools across the United States provide social and emotional supports for students through both universal social and emotional learning (SEL) programs and practices and through more targeted and intensive mental health supports. However, all too often, these supports are implemented in a way that is not coordinated to ensure that students benefit in a systematic and equitable manner. This article provides a case study example from a statewide initiative to address this issue: the Social, Emotional, and Behavioral Academy (SEB Academy) operated by Education Development Center (EDC) as part of the Multi-Tiered Systems of Support (MTSS) Academies funded by the Massachusetts Department of Elementary and Secondary Education. The SEB Academy supports schools in assessing and improving their MTSS for SEL and mental health. Schools improve their systems for identifying students needing SEL and mental health support at each tier, providing appropriate support, monitoring student progress, and adjusting supports as appropriate while ensuring cultural responsiveness and equity. Key strategies, tools, and approaches in implementing this MTSS approach to SEL and mental health in schools and districts are described. Implications for the field of SEL and mental health are discussed, including how states and other education stakeholders can support an MTSS approach to SEL and mental health at scale.

Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed education

There is an urgent need to support the social and emotional well-being of adolescents with experiences of adversity and trauma. Adolescence is a critical period of development for promoting social and emotional competencies, which can prevent poor mental health and problematic substance use and promote thriving during challenging teenage years and beyond. Both transformative social and emotional learning (TSEL) and trauma-informed programs for schools (TIPS) have been identified as promising practices for supporting social and emotional well-being among young people with experiences of adversity. We propose a pragmatic theory of action for schools for implementing and evaluating initiatives that integrate TSEL and TIPS made up of three iterative components: awareness, assessment, and action. The TSEL + TIPS Theory of Action is illustrated by a case study of a cross-sectoral collaboration of government, schools, researchers, healthcare, and adolescents to implement TSEL and TIPS initiatives in British Columbia, Canada. The case study provides evidence for the feasibility of TSEL + TIPS Theory of Action and may serve as an example for other regions as experiences of adversity and poor mental health continue to rise among adolescents globally.

Translating research into action: Leveraging educator expertise to adapt and improve SEL programming

School staff implementing social and emotional learning (SEL) programs continue to face significant barriers, one of which includes limited confidence in delivering SEL. This paper describes how schools and school systems can mitigate some of these barriers by actively incorporating educator expertise into SEL programming. Elevating educator expertise in SEL can increase confidence, wellbeing, and willingness to flexibly utilize programming, factors that improve effective SEL implementation and impact students, staff, and learning environments. Using the example of TRAILS (Transforming Research into Action to Improve the Lives of Students) Tier 1 SEL, a school- and cognitive-behavioral therapy (CBT)-based SEL program that offers K-12 programming, this paper describes how leveraging educator expertise before, during, and after content delivery through programmatic features and adaptations can increase educators’ confidence, reduce salient barriers, and enhance positive impacts for students. This paper also offers several practical strategies for schools and school systems for prioritizing and elevating teacher voice in SEL programming.

“No changes, but I become more positive mentally”: A mixed-methods study of the impact of a combined SEL and MBP on behavior change and academic achievement among Chinese adolescents

This mixed-methods study aimed to investigate students' perspectives regarding their behavioral and academic changes following an 8-week combined intervention of Social and Emotional Learning (SEL) and Mindfulness-Based Program (MBP). A total of 552 teenagers (mean age = 13.03, SD = 0.50, 47.5% females) from an urban Chinese private school participated, with 184 participants randomly assigned to each condition (taught, self-help, and active control groups). Paired-sample t-tests were employed to examine changes within groups, while General Linear Models compared academic achievement changes among the three groups. Despite finding no significant improvement statistically on academic achievement, some students attributed their improved academic performance to the course. Thematic analysis was conducted on 115 written responses and 4 focus group interviews from the taught group. The analysis revealed several key themes among the Chinese population, including no changes, state change, attitude change, and behavior change. These themes were consistent with the theoretical foundations of Mindfulness-based Cognitive Therapy (MBCT) and aligned with previous qualitative research on Western adolescents. The study highlights the benefits of techniques and cognitive change in facilitating behavioral change and offers practical suggestions for supporting students in behaviour regulation. It also underscores qualitative research's role in detailing these practices' effects on behavior and academic performance. Furthermore, a proposed model aligns with established behavioral change theories, providing a practical visual aid for teachers. This study offers a comprehensive framework for future research on the theoretical constructs of MBPs and provides practical suggestions for supporting students in behavior regulation.

Breathing life into social emotional learning programs: A Bio-Psycho-Social approach to risk reduction and positive youth development.

Over one-third of USadolescents engage in health risk and problem behaviors. Additionally, significant percentages of problem-free youth aren't flourishing. Left unaddressed, the lifetime mental/physical health and financial burdens may be substantial. Social-Emotional Learning (SEL) and Positive Youth Development (PYD) programs have proliferated to address the drivers of adaptive versus risk behaviors. Research suggests SEL/PYD program outcomes can be improved by adding techniques that physiologically induce calmness, yet few studies exist. This randomized controlled trial of 79 urban eighth-graders examined a standardized bio-psycho-social program, SKY Schools, which incorporates a physiologically calming component: controlled yogic breathing. Repeated-measures ANOVAs demonstrated that compared to controls, SKY graduates exhibited significant improvements in emotion regulation, planning and concentration, and distractibility. After 3 months, significant improvements were evidenced in emotion regulation, planning and concentration, identity formation, and aggressive normative beliefs. SEL/PYD programs may benefit by incorporating biologically-calming techniques to enhance well-being and prevent risk/problem behaviors.

Comparative analysis of US and European preschool social and emotional learning programs

Social-emotional skills are crucial for preschool children’s mental health and later school success. Most school-based SEL programs originate in the United States, reflecting a robust interest in SEL curricula from preschool through secondary school. While EU Member States are increasingly integrating social and emotional skills programs into school curricula, there is a lack of uniform terminologies, frameworks, and assessment criteria, necessitating the introduction of standardized practices. This study aims to offer an overview of US and European preschool SEL programs, utilizing content analysis to showcase the diversity of these programs. The analysis focuses on programs from the “EU-Self Programs for Social and Emotional Skills Development for Early and Preschool Children Applied in European Countries" by Koltcheva et al. (2022), including impact evaluations of nine programs in total. The study analysed the programs in relation to goals and outcomes, and findings reveal that there are no remarkable differences between US and European preschool SEL programs, although certain trends highlight distinctions among programs of different origins. The study will be useful for practitioners who are interested in introducing a preschool SEL program in their institution.

Interventions targeting social determinants of mental disorders and the Sustainable Development Goals: A systematic review of reviews

Introduction Globally, mental disorders account for almost 20% of disease burden and there is growing evidence that mental disorders are associated with various social determinants. Tackling the United Nations Sustainable Development Goals (UN SDGs), which address known social determinants of mental disorders, may be an effective way to reduce the global burden of mental disorders.ObjectivesTo examine the evidence base for interventions that seek to improve mental health through targeting the social determinants of mental disorders.MethodsWe conducted a systematic review of reviews, using a five-domain conceptual framework which aligns with the UN SDGs (PROSPERO registration: CRD42022361534). PubMed, PsycInfo, and Scopus were searched from 01 January 2012 until 05 October 2022. Citation follow-up and expert consultation were used to identify additional studies. Systematic reviews including interventions seeking to change or improve a social determinant of mental disorders were eligible for inclusion. Study screening, selection, data extraction, and quality appraisal were conducted in accordance with PRISMA guidelines. The AMSTAR-2 was used to assess included reviews and results were narratively synthesised.ResultsOver 20,000 records were screened, and 101 eligible reviews were included. Most reviews were of low, or critically low, quality. Reviews included interventions which targeted sociocultural (n = 31), economic (n = 24), environmental (n = 19), demographic (n = 15), and neighbourhood (n = 8) determinants of mental disorders. Interventions demonstrating the greatest promise for improved mental health from high and moderate quality reviews (n = 37) included: digital and brief advocacy interventions for female survivors of intimate partner violence; cash transfers for people in low-middle-income countries; improved work schedules, parenting programs, and job clubs in the work environment; psychosocial support programs for vulnerable individuals following environmental events; and social and emotional learning programs for school students. Few effective neighbourhood-level interventions were identified.Conclusions This review presents interventions with the strongest evidence base for the prevention of mental disorders and highlights synergies where addressing the UN SDGs can be beneficial for mental health. A range of issues across the literature were identified, including barriers to conducting randomised controlled trials and lack of follow-up limiting the ability to measure long-term mental health outcomes. Interdisciplinary and novel approaches to intervention design, implementation, and evaluation are required to improve the social circumstances and mental health experienced by individuals, communities, and populations.Disclosure of InterestNone Declared