Social And Emotional Learning Programs Research Articles

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.

Acceptability and preliminary impact of a school-based SEL program for rural children in China: A quasi-experimental study

While Social and Emotional Learning (SEL) as school-based mental health preventative interventions have been extensively examined in western contexts, they have not yet been studied much in China. Several SEL programs have been developed or adapted for Chinese contexts, but few studies have examined their intervention effects in resource constrained settings, especially rare in rural schools. This study serves as the first to examine the acceptability and preliminary impact of a school-based SEL intervention in rural Chinese elementary schools. A quasi-experimental pre- and post-intervention study with a two-level cluster design was adopted. The sample consisted of 1247 fifth graders nested within 28 classrooms in Southwest China. Students rated the SEL curriculum as highly satisfactory, interesting, helpful, and practical. Findings demonstrated significant SEL intervention effects on rural children’s overall self-reported social and emotional competencies (ES = 0.213) and three subdomains including self-awareness (ES = 0.342), social awareness (ES = 0.25), and relationship skills (ES = 0.185). However, no intervention effects were found in the subdomains including self-management and responsive decision-making. Additionally, the subgroup analysis revealed that children of work-away parents, as well as boys, obtained greater benefits from the SEL intervention. These findings are interpreted in light of their practice, research, and policy implications to further strengthen school-based SEL efforts for improving rural children’s wellbeing.

Monitoring the growth of social and emotional competence to guide practice decisions

To facilitate social and emotional learning (SEL) in schools, assessments must be suitable for progress monitoring, which includes being sensitive to short-term changes in students’ social and emotional competence (SEC) and providing useful and timely information to educators. This paper discusses evidence criteria to help determine whether an instrument is suitable for progress monitoring of student SEC. To illustrate how action-oriented research can help further guide the development of evidence standards and inform SEL practice in schools, the Devereux Student Strengths Assessment-mini (DESSA-mini) is highlighted through two empirical case studies. Data for both case studies are derived from a district-wide implementation of an evidence-based SEL program, Promoting Alternative THinking Strategies (PATHS), that used the DESSA-mini to assess the SEC of 7681 students in Grades K-5 at three time points over a school year. Multilevel models estimated the growth in student SEC under different implementation conditions and by different student characteristics (i.e., grade, gender, SEC at baseline). Findings suggest significant growth in SEC with some meaningful variation. Results are interpreted to illustrate how routine-practice studies can be used to infer how much growth is typical, among which students, and under what conditions, to facilitate real-time practice decisions.Impact Statement: To facilitate social and emotional learning in schools, educators need to monitor progress in students’ acquisition of social and emotional competence. Two case studies are presented to illustrate how studies can be used to infer how much growth is typical, among which students, and under what conditions, to facilitate real-time decisions by educators to adjust instruction.

Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools

This study examined opportunities and barriers for implementing evidence-based Social and Emotional Learning (SEL) programs in Prairie Canadian Schools. Educators from Manitoba, Saskatchewan and Alberta completed an online survey on SEL feasibility and reported on five feasibility domains: (1) attitudes about SEL, (2) knowledge about SEL, (3) job stress, (4) resources for implementing SEL, and (5) SEL practices. Results indicated that positive attitudes toward SEL significantly predicted increased perceived feasibility for evidence-based SEL implementation. Additionally, both knowledge and access to resources predicted increased SEL practice by Prairie Canadian educators. Analyses for open-ended responses paralleled quantitative results. Specifically, Canadian educators had positive views about SEL programing, but like previous research conducted in other countries, indicated that they require better access to SEL training, and resources (e.g., more time to plan and teach SEL, funding and program materials). A unique Canadian context-related finding from this study was that some Prairie Canadian educators indicated a paucity of French materials for SEL programs, which impeded implementation. In order to effectively implement evidence-based SEL in Prairie Canadian schools, policy makers must address the indicated barriers for Canadian educators, such as increased SEL training and resources, and easy access to appropriate French materials.

Nurturing positive mental health and wellbeing in educational settings - the PRICES model.

This article presents a comprehensive framework for the implementation of social and emotional learning (SEL) programs as a means of health promotion in educational settings, to positively impact student, school, and adult mental health and wellbeing across education. It emphasizes the profound impact of education on life trajectories and success definitions. Drawing inspiration from the Greek myth of Icarus and Maya Angelou's poem "Still I Rise," it explores contrasting notions of success and their consequences. Schools play a pivotal role in shaping students' wellbeing across multiple dimensions and developmental stages. Because of this, holistic mental health and wellbeing promotion that takes a whole-school approach is critical. The paper introduces the PRICES framework (Preparation and Access, Restoration, Integration, Connection and Community, Educator Support, Strengths-Based Cultivation and Student Voice) as a comprehensive method for implementing SEL programs in educational systems. Each component of the PRICES framework is discussed in detail, emphasizing its role in fostering positive health promotion within schools. Examples of implementation plans that operationalize this model through a co-development process focusing on the Social, Emotional, and Ethical (SEE) Learning program are also presented. The PRICES model encourages a shift towards a more holistic approach to education, nurturing social and emotional development alongside academic achievement. By prioritizing wellbeing, fostering a sense of community, and integrating evidence based SEL interventions, schools can positively impact the mental health and overall flourishing of students and educators, contributing to thriving communities.

Navigating Unprecedented Challenges: A Narrative Review of Socio-Emotional Learning Competencies and Emotional Intelligence Among Nurses and Nursing Students in the COVID-19 Era

This narrative review examines the importance of social and emotional learning (SEL) competencies and emotional intelligence (EI) among nurses and nursing students, particularly during the COVID-19 pandemic. Emotional intelligence and Socio-Emotional Learning are interconnected concepts encompassing the effective perception, understanding, management, and utilization of emotions. EI encompasses skills such as self-awareness, self-regulation, empathy, and interpersonal effectiveness, while SEL is an educational framework designed to cultivate specific social and emotional skills in students. SEL programs aim to foster competencies such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Within the healthcare environment, the proficiency of nurses and nursing students in EI not only impacts their personal well-being but also exerts a substantial influence on patient outcomes and the overall quality of care. The integration of SEL into the training of healthcare professionals holds the potential to augment their capacity to establish positive patient relationships, effectively manage stress, and deliver compassionate care. This study seeks to describe the influence of SEL competencies and emotional intelligence on students and nurses during and after the COVID-19 crisis. Recognizing the important nature of incorporating SEL competencies and emotional intelligence into the education and practice of nurses and nursing students is crucial for fostering psychological resilience, nurturing positive relationships, and ensuring the provision of high-quality care, particularly amidst unprecedented challenges like the COVID-19 pandemic. Keywords: emotional intelligence, socio-emotional learning, COVID-19, nursing

The Me and the Us of Emotions: a cluster-randomized controlled trial of the feasibility and efficacy of a compassion-based social-emotional learning program for children.

There are well-established benefits of social and emotional learning (SEL) programs for children within educational contexts. Combining social-emotional skills and compassion abilities has been seldomly done, and it may be valuable at individual and societal levels, for resilient, empathetic, and inclusive societies. This study explored the feasibility and efficacy of a program designed to promote socioemotional and compassion skills in children attending the 3rd and 4th grades, by using in-class dynamics complemented with serious games. This program, named "The Me and the Us of Emotions," is part of the Gulbenkian Knowledge Academies 2020 and consists of 10 group sessions embedded in the school curriculum. Using a cluster-randomized controlled trial design, school classes were allocated to intervention (classes, n = 8; children, n = 163) and control groups (classes, n = 6; children, n = 132). During the program, facilitators assessed adherence to the sessions' plan, attendance, dosage (i.e., how many sessions were delivered), and participant responsiveness. Children completed self-report measures of social-emotional skills and emotional climate at pre-, post-intervention, 3-month, and 6-month follow-ups. Results indicate that the program is feasible, with high adherence, high attendance rate, and participant responsiveness. Results also indicate empathy, soothing, and drive feelings to change from pre-intervention to all other assessment moments, for the intervention group only. Moreover, cooperation and threat changed over time for participants in both the control and the intervention groups. The current study offers empirical support for the feasibility and utility of a compassion-based social-emotional learning program on promoting children's empathy, and emotions of soothing and vitality in the school context. Thus, these findings contribute to recent research on the potential added value of compassion practices within an SEL program.

Validation of Italian students' self-ratings on the SSIS SEL brief scales.

Despite increasing interest in measuring social and emotional learning (SEL), there is a lack of European-validated tools for assessing the efficacy of SEL programs. The aim of this study was to validate an Italian version of the social skills improvement system (SSIS) SEL brief scales-student form. Participants were 1,175 students (mean age: 11.02 years; SD: 2.42; range: 8-16 years; males: 46.8%) recruited at schools in Northern Italy. Initial confirmatory factor analysis encountered a series of challenges, implying non-convergence of the original five-factor measurement model (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) based on the Collaborative on Academic Social Emotional Learning (CASEL) competency framework established with students in the United States. Further exploratory and confirmatory analyses supported a four-factor model that remained partially invariant across gender groups. The Italian version of the SSIS SEL brief scales was thus shown to be an efficient measurement tool for estimating social and emotional learning in students. We discuss the implications of findings in relation to selecting valid and reliable instruments for assessing children's and adolescents' SEL competencies, while considering the culturally-situated nature of the constructs under study.

Evaluating the effectiveness of a social and emotional learning program among preschool children in Japan: an experimental cohort study

BackgroundResearch on school maladjustment has increasingly focused on social skills, such as the ability to control emotions, collaborate with others, and achieve goals. Social and emotional learning (SEL) is one approach to nurturing social skills. However, few preventive interventions to promote SEL have been conducted among young children, particularly in Asian countries, including Japan. Therefore, this study examined the effectiveness of an SEL program—Fun FRIENDS—among children in Japan.MethodsIn mid-2022, the Fun FRIENDS program was administered to 115 children aged 4–5 years, who were enrolled in two kindergartens. The program was administered to the entire class as part of their kindergarten activities. The control group included 93 children in three kindergartens. This study included 94 participants (81.7%) in the intervention group and 66 (71.0%) in the control group, whose parents agreed with the assessment of their skills. Fun FRIENDS is a support program based on a cognitive–behavioral approach. The program aims to teach children how to cope with anxiety and stress and develop resilience and confidence to face difficulties. The program includes 10 sessions, each lasting approximately 1 h and conducted once per week. To examine the program’s effectiveness, teachers evaluated these children’s social skills before and after program implementation using the Social Skill Scale.ResultsResults showed significant post-intervention improvements in self-control and cooperation scores among children in the intervention group, compared with pre-intervention. Further, post-intervention self-control and cooperation scores were significantly higher among children in the intervention group than the control group.ConclusionsSEL implemented on a class-wide basis could be effective in early childhood. An early approach targeting preschool-aged children is necessary to prevent school maladjustment. A universal approach implemented on a whole-class basis could contribute to improving children’s social skills.

Evidence for the Technical Adequacy of the Teacher Social and Emotional Learning (SEL) Beliefs Scale

Implementation of social and emotional learning (SEL) programs and practices is becoming increasingly prevalent in Pre-K through Grade 12 educational settings. Research provides robust evidence to support positive outcomes associated with SEL implementation; however, we also know that implementation can be impacted by a variety of different individual and organizational factors. Teacher beliefs can influence how teachers implement SEL programming and represent an important area of study. The purpose of this study was to explore evidence for the technical adequacy of the Teacher SEL Beliefs Scale by examining the internal structure, internal consistency, and relations between subscale scores and teacher self-reported implementation fidelity of the Second Step SEL program. Confirmatory factor analysis of 103 teachers’ responses indicated that the three-factor solution found by prior authors, consisting of Comfort, Commitment, and Culture subscales, was also supported in the current sample. Moreover, ordinal logistic regression analyses suggested that the Comfort factor was significantly associated with how consistently teachers reported implementing the Second Step program. Implications for practice and future research are discussed.

Measuring social and emotional learning implementation in a research-practice partnership.

The measurement of social and emotional learning (SEL) implementation is a critical part of enhancing and understanding the effects of SEL programming. Research has shown that high-quality SEL implementation is associated with social, emotional, and academic outcomes. Schools achieve these outcomes in part through organizational practices that emphasize ongoing communication, collaboration, coordination, shared decision making, and strategic planning, processes that are ideally informed by evidence. The application of implementation science to SEL has advanced our understanding of the role of implementation in achieving student outcomes. However, the development of practical approaches for measuring and supporting SEL implementation have lagged behind work on measuring student SEL outcomes. Research-practitioner partnerships (RPP), long-term, mutually-beneficial collaborations geared toward identifying problems of practice and testing solutions for improvement, are a promising means for addressing this important gap. Though implementation science and RPPs have complementary aims, there has been limited attention to the integration of these approaches in the context of SEL programming. The goal of this paper is to offer practical strategies for measuring and using SEL implementation data in schools, using the example of an RPP that used implementation science practices to guide SEL implementation. We give special attention to structures that can support the collection and use of implementation data to improve practice, as well as considerations around developing measures, considering trade-offs of data collection decisions, and conducting data analysis.

Integrity over fidelity: transformational lessons from youth participatory action research to nurture SEL with adolescents.

Much has been written about social and emotional learning (SEL) and its positive impact on young people's academic and life outcomes, yet most of this research is based in early childhood and elementary settings. SEL programming for adolescents has shown mixed results, with many programs proving to be largely ineffective or even showing slightly negative impacts for some youth. Adherence to scripted SEL curricula, or "fidelity" to the program components, is often seen by young people to be "lame", inauthentic, and condescending, failing to connect to the topics and issues that feel most critical to them in this stage of their development. For all students, and especially for those whose identities have been systematically marginalized or oppressed by the dominant culture, SEL programming that fails to explicitly address these experiences of injustice often feels inauthentic and out of touch for youth. Therefore, effective implementation of SEL for adolescents is likely to require skillful adaptation and responsiveness to the identities, interests, and motivations of students by educators. In this case, effective SEL may look less like fidelity to a specific set of scripts, sessions, or activities, but rather a commitment to the wholeness of a set of core principles, relationships, and opportunities for adolescent exploration and leadership/empowerment, or what we will call integrity of implementation. In this paper, we present one promising approach to adolescent social and emotional development - youth participatory action research (YPAR) - and the ways in which studying the YPAR process (in addition to the research topics selected by youth) can provide key insights into the social and emotional learning and development of youth.

The Direct and Spillover Effects of a Nationwide Socioemotional Learning Program for Disruptive Students

Social and emotional learning (SEL) programs teach disruptive students to improve their classroom behavior. Small-scale programs in high-income countries have been shown to improve treated students' behavior and academic outcomes. Using a randomized experiment, we show that a nationwide SEL program in Chile has no effect on eligible students. We find evidence that very disruptive students may hamper the program's effectiveness. ADHD, a disorder correlated with disruptiveness, is much more prevalent in Chile than in high-income countries, so very disruptive students may be more present in Chile than in the contexts where SEL programs have been shown to work.

Positive Attitude Upper Middle School social and emotional learning program: influences of implementation quality on program outcome.

There is an increased call for studies analyzing how implementation quality influences Social and Emotional Learning (SEL) program effectiveness. The current dissemination study analyzed the effectiveness of the Positive Attitude Upper Middle School SEL program on a Portuguese nationwide sample composed of 813 middle school students (7th and 8th grade; 51.7% boys; Mage = 12.41, S.D. = 1.06), from 36 classrooms (Mclassroom = 22.58; S.D. = 2.86), distributed between the control group (179 students), and three intervention groups (643 students) that reflected low, middle, and high implementer experience (respectively, Gulbenkian Academies of Knowledge, Positive Attitude Cadaval and Positive Attitude Torres Vedras). Dosage and fidelity (as implementation quality dimensions), gender, and classroom size (as individual and classroom-level variables) were also analyzed. Self-report questionnaires were administered pre- and post-intervention and at a 6-month follow-up. Multilevel models were employed, and results showed that participating in the PAUMS SEL program led to more positive trajectories in self-control, social awareness, relationship skills, and responsible decision-making when compared with control groups. Regarding implementation quality, only the implementer's experience impacted the effectiveness of the PAUMS SEL program; students in the Gulbenkian Academies of Knowledge intervention group displayed a less positive trajectory in self-control than students in the Positive Attitude Torres Vedras intervention group. Altogether, results showed that the PAUMS SEL program is ready for dissemination in Portugal, although a higher level of implementer experience is needed to achieve the best effectiveness, and they support the importance of analyzing implementer experience in SEL programs' effectiveness studies.

Elements and Implications of Social and Emotional Learning in the Home Economics Education Curriculum

본 연구는 청소년기 학생들이 자신을 이해하고 타인과 건강한 관계를 맺으며 건강한 공동체를 형성할 수 있는 교육을 제공하기 위한 이론적 관점으로서 사회정서학습(SEL)에 주목하여 2015 개정 가정과 교육과정에서 드러난 사회정서학습의 의미와 핵심역량을 분석하였다. 그 결과 가정과 교육과정의 성격, 목표, 교과 역량, 핵심 개념, 일반화된 지식, 성취기준에 사회정서학습의 핵심역량이 모두 포함된 것으로 분석되었다. 이에 대한 시사점은 첫째, 학교 현장에서 따로 사회정서학습 프로그램을 도입하지 않아도 가정과수업의 명시적 교육을 통해 사회정서학습 핵심역량이 충분히 함양될 수 있다. 둘째, 가정과교육은 실천을 강조하는 교과이기 때문에 사회정서학습의 역량들을 학교 밖에서의 실제적 삶과 연계하여 적용할 수 있다. 마지막으로 사회정서학습의 최종목표인 부모와 가정과의 연계를 중시하고 건강하고 안전하며 정의로운 커뮤니티 형성은 가정과교육의 목표와 유사성이 높으므로 가정과교육을 통해 사회정서학습의 실효성을 높일 수 있다.This study focuses on Social and Emotional Learning (SEL) as a theoretical perspective to provide education that enables adolescent students to understand themselves, establish healthy relationships with others, and form a healthy community. The meaning of learning and core competencies were analyzed. Results showed that the core competencies of SEL were all included in the nature, goals, subject competencies, core concepts, generalized knowledge, and achievement standards of the 2015 revised Home Economics Education (HEE) Curriculum. The implications for this are: First, the core competencies of SEL can be sufficiently cultivated through explicit education in HE classes without introducing a separate SEL program in the school field. Second, since HEE is a subject that emphasizes practice, the competencies of SEL can be applied in connection with actual life outside of school. Lastly, the effectiveness of SEL can be increased through HEE because the goals of SEL, which emphasize the connection between parents and the creation of healthy and safe community, are similar to the goals of HEE.

Toxic SEL: Beware the Temptation to Become the Compliance Police

Social and emotional learning (SEL) is a process for students and adults to better understand emotions, feel, and demonstrate empathy for others, and establish and maintain positive relationships with others. It can additionally be part of the implementation of effective racial equity strategies. Unfortunately, SEL programming is far too often engineered and used as merely a means to achieve compliance and control. SEL has even become yet another way for some teachers to penalize and police underserved populations. The key concept promoted in this column for music educators is for teachers to deliberately act upon strategies that promote rather than hinder equity for underserved populations.

Antiracist and Trauma-Informed: Enhancing Social and Emotional Learning to Build Resilience

For decades, trauma and racism have been understood to be undertreated public health issues. The disproportionate impact of the global pandemic, police brutality, and hate crimes on people of color has underscored the extent to which racism intersects with trauma. Schools have the potential to be the safe space in a child’s life, and school social workers are well positioned to deliver antiracist, trauma-informed interventions to address social and emotional reactions to traumas (including racial trauma) that inevitably arise in school. This article uses our pilot of The Body’s Story (Kotzin, 2017) to illustrate the need for an intersectional approach to social and emotional teaching that actively addresses racism and trauma. It centers somatic awareness in teachings of emotions and integrates play and storytelling with a goal of enhancing internal and external resilience. The Body’s Story is a six-session manualized intervention developed to fill identified gaps in social and emotional learning (SEL) programs. SEL programs, while accessible, lack an antiracist, trauma-informed foundation. The Body’s Story was designed to be led by a social worker as a trauma-informed supplement to SEL or as an introductory stand-alone program. The central activity is a modified group storytelling technique (Paley, 1991) in which students collaborate to create and perform short stories that build on a session theme. Lessons, activities, and discussions facilitate students building self-awareness, learning to trust sensations in their body, and acknowledging the connection to emotion. Session structure is predictable, with clear boundaries to build safety while encouraging freedom to express, connect, and play.

A Rasch analysis of a rubric that measures the quality of school‐level variables that support a school's implementation of a social and emotional learning program over time

AbstractA Rasch analysis was conducted to assess a rubric that measures the quality of school‐level variables that support the implementation of a social and emotional learning (SEL) program. SEL planning teams from 84 schools rated the quality of school‐level variables (e.g., principal support, available funds, and resources) that support the implementation of an SEL program in their schools. A Rasch analysis suggested that the rubric was a two‐dimensional solution, Planning and Activity. Ratings were collected for 3 years. Cluster analysis demonstrated that there were five groups of schools with different trends in their implementation process. The analysis demonstrated that the rubric can be improved by revising items and writing additional items to measure the full range of implementation quality.

Working Together: Leveraging Teacher Study Groups to Improve Social and Emotional Learning in the Classroom

Teachers of students with or at risk for emotional and behavioral disorders (EBD) may face obstacles and feel isolated when implementing social and emotional learning (SEL) programming with students. The teacher study group (TSG) offers an effective way to overcome barriers and improve SEL. These groups provide a gathering space for teachers to investigate problems of practice, celebrate points of pride, and strengthen professional learning in a focused area. In this article, we summarize existing research on SEL and TSGs and describe available SEL programs that incorporate TSGs. We provide an example of SEL-focused TSGs in practice, offering guidance and tips for early elementary school teachers—and the administrators who support them—who work with students with or at risk for EBD.

Implementation of a Brief Dialectical Behavioral Therapy Skills Group in High Schools for At-Risk Youth: Protocol for a Mixed Methods Study

BackgroundAdolescence is a developmental period marked by engagement in risk-taking behaviors, especially among impulsive or emotionally dysregulated youth. Thus, interventions that teach skills to reduce the risk of negative outcomes associated with emotional dysregulation are required. Social and emotional learning (SEL) programs have been developed to address both adolescent emotional dysregulation and risk-taking behaviors; however, current programs have mostly been implemented among younger youth and are used as a tier 1 universal intervention rather than a targeted tier 2 intervention for youth identified with emotional regulation difficulties.ObjectiveThis study aimed to address the need for SEL programming that can be delivered in schools, particularly for older youth who have difficulties with emotional or behavioral dysregulation, to reduce the risk of health-risk behaviors among this population.MethodsHere, we outline the implementation of an SEL intervention titled Going 4 Goals, a 9-session adaptation of the Dialectical Behavioral Therapy for Adolescents (DBT-A) program delivered to at-risk high school students in a school setting. The primary objectives of the study are to test whether participating in the skills group intervention produces significant increases in the core DBT-A skills of mindfulness, emotional regulation, distress tolerance, and interpersonal effectiveness, while also producing significant decreases in substance use and risky behaviors. These primary outcomes are based on changes in participant scores between baseline and after the intervention and follow-ups at 1, 3, and 6 months compared with a control group of youth participating in the school’s health curriculum at the same time points. Qualitative interviews will also be conducted with intervention participants and school staff to examine acceptability and facilitators of and barriers to the intervention.ResultsA total of 171 participants across 13 groups had been enrolled in the intervention, with data collection ending December 2021. Data analysis will begin in the spring of 2022, with expected results to be published in the spring of 2023.ConclusionsThis paper describes the protocol of the 9-session school-based adaptation of the DBT-A intervention and discusses the strengths and limitations of the study and future directions.International Registered Report Identifier (IRRID)DERR1-10.2196/32490