Social And Emotional Learning Skills Research Articles

Transformative Social and Emotional Learning in Physical Education

In this article, the authors examine the idea of social and emotional learning (SEL) and discuss ways it can contribute to a favorable future for physical education. While physical education has a long history and best practices aligned with this initiative, there is certainly room to improve. Not only can practitioners be more intentional and explicit in the ways SEL is promoted, a favorable future for physical education would involve a transformative approach that helps students develop SEL skills while also addressing institutional and systemic barriers that limit opportunities for social and emotional development. As the authors explain, transformative SEL in physical education would be characterized by student empowerment, culturally responsive teaching, and students applying these lessons in other settings for the betterment of themselves and society. The article concludes with a discussion of what it would take to move in this direction with regard to theory, policy, research, and practice.

Stepping Back, Stepping Up, and Stepping Forward: Exploring One Teacher’s Evolving Approach to Teaching Social and Emotional Learning in High School Physical Education

Purpose: Utilizing social constructivist learning theory and a conceptual framework for Social and Emotional Learning (SEL), this self-study explores how I as a teacher-researcher intentionally evolved my approach to teaching SEL in a high school Physical Education setting. Method: Data were collected over twenty 75-min lessons over 15 weeks. One critical friend interview, 20 postteaching reflections, 18 observations, and 22 journal entries were conducted. A deductive and inductive approach utilizing the Miles, Huberman, and Saldana Framework for Qualitative Data Analysis was implemented. Results: Findings demonstrate how aligning my teaching with a contemporary framework led to a more explicit and intentional focus on SEL within my already utilized repertoire of pedagogies. Discussion/Conclusion: Incorporating self-study structure as a teacher-researcher led me to understand how I evolved and felt better equipped to teach for targeted SEL competencies and skills to further compliment the teaching of core Physical Education content.

School Accountability and Student Social-Emotional Learning: Evidence From the OECD's Survey on Social and Emotional Skills

Purpose The purpose of this study was to examine the impact of accountability mechanisms on the social and emotional learning (SEL) competencies of students in schools in Suzhou, China. Design/Approach/Methods The study utilized survey data from schools in Suzhou, China, to explore how various inspection schemes and accountability measures differentially influence students’ SEL competencies. The study employed multilevel statistical analysis to examine the relationship between accountability measures and SEL outcomes. Findings The study's results suggest that while some accountability measures are associated with improvements in certain SEL skills, most have no effect on or negatively impact SEL competencies. Originality/Value This study is one of the few existing studies on the impact of accountability mechanisms on SEL competencies in schools. The findings provide valuable insights for policymakers, organizational scholars, and practitioners. Notably, the findings challenge the assumption that accountability mechanisms necessarily improve educational outcomes and suggest the need for more nuanced approaches to educational accountability policies.

Social and Emotional Learning and Ninth-Grade Students' Academic Achievement.

A central component of adolescents' social and emotional learning (SEL) consists of their ability to foster positive relationship skills through connectedness with their school community. This study focuses on the assessment of student's SEL competencies in relation to their socio-demographic characteristics, formal and informal socialization behaviors, and academic outcomes in both public and private schools. The research is based on the secondary analysis of large-scale nationally representative data from the High School Longitudinal Study of 2009 (HSLS:2009) and focuses on ninth graders experiencing the transition to secondary education. Guided by both SEL and school climate frameworks, we identified survey items that describe students' feelings of acceptance, pride, and support in their grade nine learning environment as indicators of perceptions of school climate and builders of SEL skills and used multivariate statistical analysis to examine how SEL skills and behavioral socialization affect school achievement. Study findings should inform school practitioners in developing academic and socio-cultural programs that incorporate SEL skills development.

The effects of student and school characteristics on SEL skills of adolescents: A hierarchical linear modelling

AbstractThis study aimed to examine student and school characteristics that could affect adolescents' social and emotional learning (SEL) skills. The study group consisted of randomly selected 3017 high school students from 42 schools in Turkey. According to two‐level Hierarchical Linear Modelling analysis findings, the mean SEL scores of schools differed statistically significantly. The variables of academic achievement, participation in events (scientific, artistic, sports, community services), adolescent‐parent relationships, and absenteeism status variables were important predictors of SEL scores at the student level. The variables of the relationship between students, teacher–student relationships, number of students/teachers, music class (active use), number of student clubs in the school, parental involvement, presence of school counselor, and disciplinary action rate were important predictors of SEL scores at the school level. Findings were thoroughly discussed in relation to the existing literature, and recommendations were made for future studies and applications.

Equipping Staff with Strategies to Intentionally Support Social Emotional Learning

Social and emotional learning (SEL) includes learning to be aware of and manage emotions, work well with others, and persevere when faced with challenges. Youth programs develop SEL by intentionally providing young people an opportunity to engage in real-world projects, work in teams, take on meaningful roles, face challenges, and experience the accompanying emotional ups and downs. To do so effectively, child and youth care workers need practical tools and strategies that support SEL skill-building. They need to be fluent in the concepts and language of SEL, and aware of their own SEL competencies and cultural values before than are ready to help support SEL with young people. “Practitioners play an influential role in social and emotional learning of the young people they work with, but it does not happen by accident” (Blyth, Olson, & Walker, 2017, p. 1). Social Emotional Learning in Practice: A Toolkit of Practical Strategies and Resources is a freely downloadable and printable PDF that is available online. It includes activities, templates, and tools organized to help program staff: (a) enhance their knowledge of SEL, their own SEL skills and values, and how their program supports SEL; (b) establish expectations, give feedback, and integrate reflection; (c) infuse SEL into youth program activities; and (d) collect data for program improvement.

Measurement Invariance of Children’s SEL Competencies

Abstract. Although children use social and emotional learning skills (SEL) across the world, the expression of these skills may vary across cultures and developmental levels. Such variability complicates the process of assessing SEL competencies with consequences for understanding differences in SEL skills and developing interventions. To address these challenges, the current study examined the measurement invariance of translated versions of a brief, multi-informant (Teacher, Parent, Student) measure of SEL skills developed in the US with data from six European countries (Croatia, Greece, Italy, Latvia, Portugal, and Romania; n = 10,602; 8,520; 6,611, for the SSIS SEL b – Teacher, Parent, and Student versions, respectively). In addition to cross-country invariance testing, we conducted measurement invariance testing across ages (Primary and Secondary students) for the Teacher and Student forms of the measure. Results revealed a high degree of measurement invariance across countries (Scalar for the Teacher form and Partial Scalar for the Parent and Student form) and developmental levels (Scalar for the Teacher form and Partial Scalar for the Student form), supporting the use of translated versions of the SSIS SEL b for international research across these countries and developmental levels. Implications are discussed for assessment and promoting children’s SEL competencies globally.

Educators’ perspectives on the relevance of Social and Emotional Learning skills in South Africa

Youth have difficulty making the transition from education to the workplace in the Fourth Industrial Revolution. High levels of youth unemployment prevail in South Africa, and it is necessary to find ways to assist youth to enter the workplace. The purpose of this grounded theory study is to explore how educators view the efficacy of social and emotional learning (SEL) skills in the learning environment. There is evidence worldwide that implementation of SEL skills is effective for improving academic achievement as well as success in the future life. Findings indicate that 68 participating purposive selected educators, who wrote written responses to openended questionnaires, believe SEL skills would have a positive impact on the learning environment; would be essential for learners to become future ready; and would be beneficial to themselves as educators both personally and professionally. Educators referred frequently to the importance of building interpersonal relationships, self-management and social awareness skills. It would be prudent, as a next step of exploration, to collaborate with educators and learners to co-construct effective interventions and formal support structures with policymakers, for the benefit of all those in the learning environment.

Social and emotional learning (SEL): How it finds a place in an early childhood education curriculum in Turkey

The study aims to identify the Social and Emotional Learning (SEL) skills as defined by Collaborative, Academic, Social and Emotional Learning (CASEL) in the Turkish Early Childhood Education Curriculum (TECEC). Recent studies have pointed out that gaining SEL skills at early ages has many benefits for development. Researchers in the SEL area suggest that having a clear conceptual framework benefits both in research and practice. TECEC document is examined based on CASEL’s framework. Document analysis was used to identify how SEL standards and objectives in TECEC were conceptually designed. The findings show that out of 17 standards to support social and emotional development, only 10 of them are related to SEL, meanwhile, 7 of them are identified as social studies standards. Out of 53 stated objectives, thirty-one of them are related to SEL skills. The current study will provide a tool for researchers, curriculum developers, and practitioners that feel the need to base their research and practice on a solid conceptual framework.

Insights from investigating early childhood ebooks on literacy, cognitive development, and social and emotional learning outcomes

Researchers were invited to investigate the effectiveness of bibliotherapeutic electronic books, or ebooks, social and emotional learning (SEL) digital platform in afterschool sites in a large school district situated in the Rocky Mountain region of the United States. This study was not particular to the platform’s efficacy; instead, we sought to explore how bibliotherapeutic ebooks can boost literacy, cognition, and SEL skills in young children. Researchers used a quasi-experimental design with nonequivalent treatment/control groups. Groups were assigned at the site level with individual students as the unit of analysis. Student data on literacy, cognitive ability, and SEL outcomes were collected pre-treatment and post-treatment. The researchers found no significant change in the studied groups. Upon digging deeper into SEL outcomes, researchers uncovered an invisible problem: the school district’s state-mandated measurement suite did not neatly map or align to the constructs within the afterschool curriculum for SEL. Interpretations and implications, including how districts define and assess SEL, are included in the discussion.

Adolescents' Resilience During COVID-19 Pandemic and Its Mediating Role in the Association Between SEL Skills and Mental Health.

The main purpose of this paper is to investigate the role of social and emotional learning (SEL) skills and resilience in explaining mental health in male and female adolescents, during the COVID-19 pandemic. Three self-report questionnaires were administered to 778 participants aged between 11 and 16 years (mean age = 12.73 years; SD = 1.73) and recruited from 18 schools in Northern Italy. The SSIS-SELb-S and the CD-RISC 10 assessed SEL and resilience skills respectively, while the Strengths and Difficulties Questionnaire (SDQ) was used to measure mental health in terms of internalizing problems, externalizing problems, and prosocial behavior. We found that SEL and resilience skills were positively and significantly associated with each other, negatively associated with internalizing and externalizing problems, and positively related to prosocial behavior. Three linear regression analyses showed the significant role of resilience, age, and gender in explaining the variance of internalizing problems; the significant role of SEL skills, resilience, age, and gender in explaining the variance of externalizing problems; and the role of SEL skills, age, and gender in explaining prosocial behavior. Importantly, we found that resilience fully mediated the relationship between SEL skills and internalizing problems, partially mediated the relationship between SEL skills and externalizing problems and didn't mediate the relationship between SEL skills and prosocial behavior. The paper concludes with a discussion of the limitations of the study as well as its practical implications.

Content Analysis of the CASEL Framework Using K–12 State SEL Standards

Social and emotional learning (SEL) has been increasingly emphasized in educational research and practice for promoting children’s wellbeing. Perhaps the most well-known SEL framework is the model provided by the Collaborative for Academic, Social, and Emotional Learning (CASEL). This framework has become the dominant framework informing state SEL standards, which guide educators’ SEL related practice. Yet, the content of these standards has not been formally examined for alignment with the CASEL framework. The purpose of this exploratory study was to evaluate the content of CASEL-based state standards to explore how the CASEL framework is translated into school-based practice and to understand what SEL skills are valued by states. Using text mining and network analysis, we identified SEL standard content that was consistent across nine states and examined relationships within and across CASEL domains. Implications of these findings for research and practice are discussed. Impact Statement Social and emotional learning (SEL) practices have grown in prominence and utility in schools across grade levels. The CASEL framework is commonly used to inform SEL intervention, assessment, and, more recently, state standards. We evaluated the content of SEL state standards created using the CASEL framework to explore how states have implemented CASEL’s model. We describe how states’ interpretations of CASEL domains may inform further scientific grounding of SEL-focused research, policy, and practice.

Making a Case for Core Components: New Frontiers in SEL Theory, Research, and Practice

Although Social and Emotional Learning (SEL) is seen to benefit children and youth, evidence is largely built on summative trials of programmes, with little comparative insight into the specific approaches that underpin SEL. The current study sought to highlight a hitherto underutilized approach in identifying common SEL practices through the identification of “core components”. Both instructional (“how” SEL is taught) and practice-based (“what” SEL is taught) elements were examined across 13 elementary level evidence-based programmes through a method of distillation of skills and practices. Findings showed a discrepancy between theorized SEL and identified components, consistent with emergent literature. Further, the study is the first to cross-examine practice and instruction elements, linking prevalent pedagogical approaches to specific SEL skills. The implications for core components as an approach are discussed in respect to a refinement of theory, considerations for teaching practices, and recommendations for the design of future research in SEL evaluation. Impact Statement This paper is an early step in addressing what “key ingredients” may underpin effective SEL provision in respect to the “what” and “how” of content and its associated pedagogy. In doing so, the paper highlights some novel findings, including the extent to which specific competencies are typically presented in SEL programming in comparison to theory, and what instructional practices are related to specific competencies in practice. This has implications for the specificity of programme design and flexibility in delivery, alongside important enhancements to SEL theory and research, maximising the benefit of SEL.

Perceptions of Directly Targeting SEL Learning Skills in Public Education

Social and emotional learning (SEL) has garnered increasing attention across education over the last decade. The continual decline in the mental health of students in PK-12 education, in light of the widespread impact of the COVID-19 pandemic, has forced school districts nationwide to re-examine their reliance on student performance data as measured by high-stakes standardized tests. This is particularly true for students in underserved populations who were among the greatest impacted. Many schools in districts across the nation have begun to examine SEL and its impact on student performance. Despite numerous studies highlighting the benefits of SEL programming, school administrators and teachers still struggle with implementing the practices in their classrooms and campuses. This research sought to identify current perceptions of SEL held by public school practitioners. Practitioner understanding of SEL was based on a ranking of key SEL skills needed for student success. Perceptions regarding potential barriers and with whom the responsibility for directly targeting SEL skills lies were also examined. A non-experimental survey design was utilized to compare data between two groups of public education practitioners: teachers and administrative staff. Overall, it was determined that educators, for the most part, agree on what SEL skills make a student successful; however, reported barriers to implementation and designation of the individual responsible for directly teaching SEL skills differed between the two groups.

Developing and Validating the International Social and Emotional Learning Assessment: Evidence from a Pilot Test with Syrian Refugee Children in Iraq

The growing focus on social and emotional learning (SEL) for children of primary grade age in conflict-affected and fragile contexts necessitates an understanding of the effects these programs have. However, the dearth of valid and reliable measures of SEL skills in low-resource and crisis contexts has constrained the generation of this evidence. The few tools that have robust psychometric properties were developed for use in high-resource contexts; they often have usage costs, limit adaptations, and focus on adults as respondents. To address this gap, we developed the International Social and Emotional Learning Assessment (ISELA), an adaptable, cost-free, open-source, performance-based measure of self-concept, stress management, perseverance, empathy, and conflict resolution in children between ages 6 and 12. In this study, we focused on establishing the validity and reliability of the ISELA when used with Syrian refugee children in Iraq. We tested the latent structure, criterion validity, internal consistency reliability, and interrater reliability of the ISELA with 620 Syrian children. We were able to establish a theoretically grounded factor structure for all of the skills except perseverance. The ISELA can be used reliably by groups of assessors (Krippendorf's alpha>.86) with strong internal consistency (KR-20>.70). Our findings for criterion validity were promising but preliminary; grade and exposure to interpersonal threats demonstrated a positive association with SEL skills.

An Investigation of Principals' Social and Emotional Learning Beliefs and Attitudes

With recent educational demands placed on academic accountability, it is difficult for many people to determine or acknowledge where or how focusing on social and emotional learning (SEL) can be beneficial. In this paper we focus on principals’ beliefs and attitudes about social and emotional learning. Principals influence implementation through their school priorities, vision, expectations, and emphases. We used grounded theory techniques and semi-structured interviews with K-8th grade principals of public schools located in a state in the southeastern United States. When describing principals’ beliefs and attitudes, late majority adopters held neutral attitudes and weak beliefs regarding SEL. In addition, a lack of understanding of the SEL concept became evident as principals did not express a clear understanding of SEL. Comprehensive training at the administrative and policy level is needed. Principals should implement targeted staff training providing key strategies for intentionally integrating SEL skills into their current curriculum.

Teachers’ Perspectives of Students’ Social and Emotional Changes During an Adventure-Based Program

Many schools aim to provide social and emotional learning (SEL) opportunities for students. SEL is important for positive youth development. However, it remains unclear how SEL skills might be influenced by adventure education in school settings. This study used a mixed-methods design to explore potential changes in teachers’ perceptions of students’ SEL during an adventurebased SEL program. Twenty-two fifth- and seventh-grade teachers completed questionnaires about their students three times a year for 3 years. Findings suggest an intentional adventurebased program aiming to build SEL skills can have modest influences on students’ awareness of and prosocial behaviors toward themselves, others, and the collective. However, considering the school context, SEL can be limited by some students’ struggles with self-regulation and awareness of others, and the negative behaviors of a few students can disproportionately affect the whole class. Implications include using adventure education approaches and activities that are responsive to dynamic situations in school settings.Subscribe to JOREL

TEACHING COMMUNICATION AT LESSONS OF ENGLISH THROUGH BUILDING SEL (SOCIAL AND EMOTIONAL LEARNING) SKILLS

Teaching communication at lessons of English is a vital part of effective lessons of English. Productive communication includes attentive and appreciative listening, clear self-expression as well as main language competences. By practicing communicative skills, students gain a wide range of social skills which are an integral part of expressing opinions, justifying, negotiations, debating, agreeing and disagreeing, making analysis and generalization.The purpose of the article is to generalize foreign strategies in the frame of SEL that gives an opportunity to improve students’ academic outcomes, graduation rates and test scores, makes it easier for students to develop their emotional intelligence, become team-oriented and enhance their leadership skills. The core principles of SEL (Social and Emotional Learning) constitute the practical strategies of teaching communication at the lessons of English though building SEL skills. The author analyzes foreign experience about the impact of enhancing students’ social and emotional learning, effectiveness of school-based universal, social, emotional and behavioral programs, promoting positive youth development through emotional learning interventions in the scientific works of J.A. Durlak.The author defines core factors which are an integral part of SEL implementation, describes a variety of approaches, key elements and strategies which influence students’ communicative skills, eagerness to become active participants of cooperative learning. The author underlines the fact that obtaining emotional vocabulary at lessons of English is essential for both receptive and productive skills of modern students. The ability to differentiate speakers’ emotions, voice tunes, interrogative and negative intonation, reference to the previous events or future perspectives is the skill to be developed by using SEL techniques. One of the strategies, the author describes in the article, is using Emotional and Scenario Cards in the frame of SEL which can be integrated into the process of teaching English aimed at improving students’ communicative skills.

‘Being a team, working together, and being kind’: Primary students’ perspectives of cooperative learning's contribution to their social and emotional learning

ABSTRACT Background/purpose: It has been suggested that cooperative learning (CL) is a model-based practice which can develop students’ social and emotional learning (SEL) competencies in physical education (PE) (Casey, Ashley, and Javier Fernandez-Rio. 2019. “Cooperative Learning and the Affective Domain.” Journal of Physical Education, Recreation & Dance 90 (3): 12–17). The purpose of this study was to investigate how the pedagogical practice of CL contributed to SEL outcomes in PE from a student perspective in Aotearoa New Zealand (NZ) primary schools. Participants and settings: Students at four primary schools participated in the study as part of a larger research study on school-based, teacher-driven professional learning groups supporting the implementation of CL in PE. Research design: This research adopted a case study design (Stake, Robert E. 2006. Multiple Case Study Analysis. New York: Guilford) drawing on qualitative research methods utilizing student interviews and field notes over two years (Miles, Matthew B., A. Michael Huberman, and Johnny Saldaña. 2014. Qualitative Data Analysis: A Methods Sourcebook. Thousand Oaks, CA: SAGE). One researcher was assigned to each school as a critical friend to each teacher. Teachers used CL structures, with students placed in small groups of 3–5, given different roles, and operating as a team to complete a task or play in a modified game (Dyson, Ben, and Ashley Casey. 2016. Cooperative Learning in Physical Education and Physical Activity: A Practical Introduction. London, UK: Routledge). Data collection: Data was collected over two school years. A minimum of 6 observations per year were carried out at each school. Students were interviewed in focus groups of three or four students. Four focus group interviews were carried out at every school each year. Data analysis: Inductive analysis and constant comparison were used for data analysis (Miles et al. 2014). Trustworthiness was enhanced by utilizing the data analysis strategies and was undertaken through the analysis of data by continually challenging the interpretations of the findings, identifying conceptual links, and uncovering key categories through frequent peer debriefing with the researchers. Findings: Four main themes for learning outcomes that allied with the five key elements of CL and SEL outcomes were: being part of a team; learning how to listen; helping and encouraging others; and, making physical education fair. Findings indicate that learning outcomes of CL in PE align and compliment SEL outcomes. In their heterogeneous, CL groups, students identified and talked about SEL skills as being central in their PE lessons. Conclusion: CL has the potential to be a successful model-based practice to develop SEL outcomes in PE. Further studies on the use of CL and other models-based practices for teaching SEL in PE could legitimize the current popular political and educational rhetoric.

A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along?

The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physical education (PE) settings to inform a future research agenda for the field. A methodological framework involving the processes of inductive analysis and constant comparison was followed. Sixty-three studies (teaching personal and social responsibility = 26; cooperative learning = 24; and outdoor and/or adventure education = 13) across 14 countries adopting qualitative (26), quantitative (23), and mixed methods (14) in elementary (17), middle (27), and high school (19) settings presented evidence connecting these three MBPs explicitly, but more often implicitly, with SEL outcomes. While it is possible to say SEL skills and outcomes were observed, it would be more appropriate to suggest that there is evidence of only some key skills and elements of SEL outcomes occurring. Similar to general education, we do not know as much about if and how these three MBPs deliver such outcomes comprehensively. The educational and political rhetoric surrounding SEL is not matched by a body of empirical research that dedicates itself solely to investigating SEL in PE using a contemporary theory, framework, and assessment. Aligning future research involving these three MBPs and other pedagogical approaches with a suitable framework and theory involving teachers and students can advance future research on SEL in PE and is necessary in order to develop a common language and understanding within the field.