Social And Emotional Learning Research Articles

Role of Educational Psychologists for Social and Emotional Learning of Students and Head Teachers: A Systematic Literature Review

The purpose of this research is to review evidence about the significance of the role of educational psychologists for the social and emotional learning of students and head teachers in the development of student's learning process in different ways. The purpose of the study is to see the different successful strategies that can transform students’ lives through learning behavioral, emotional, and social interaction with others and the type of environment that is needed in the educational sector through a literature review. The main objective of the study is to analyze the need for social and emotional development of students and head teachers at the secondary level. This systematic literature review explores the pivotal role of educational psychologists in fostering social and emotional learning (SEL) among both students and head teachers within educational settings. A conventional subject-searching method was used for the systematic literature review. The results of the study highlight the multifaceted contributions of educational psychologists in enhancing emotional intelligence, interpersonal skills, and mental well-being among students, while also supporting head teachers in creating emotionally supportive school climates and effective leadership practices.

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.

Measuring South African novice teacher resilience in coping with teaching challenges: a Rasch model framework

PurposeThe aim of this study was to measure the level of challenges faced by novice teachers in South Africa. Findings suggest a need for professional development courses to upskill teachers with effective pedagogies that can incorporate the social and emotional components into teaching and learning.Design/methodology/approachThis study applied a descriptive research methodology by administering a questionnaire to 143 novice teachers. The data analysis technique was the Rasch model.FindingsThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. The three major challenges identified are uninvolved parents, discipline problems and a lack of guidance and counselling. These challenges can be related to social and emotional learning (SEL) components.Research limitations/implicationsThe study used quantitative methods and discovered the challenges that novice teachers face. If the research uses a combination of qualitative methods, it will be possible to better identify the specific causes of the above three challenges of novice teachers.Practical implicationsDue to the complex nature of South African society, many novice teachers are overwhelmed by the challenges they face when entering the profession. These challenges are often embedded in societal risk factors, which complicate the transition from student teacher to novice teacher. The major challenges identified in this study can be related to SEL components, as the challenges are closely linked to the psychological and social backgrounds of the students. Teachers in this study indicated that they found it difficult to deal with these challenges at the beginning of their careers.Social implicationsBy identifying the challenges facing new teachers in South Africa, they will be better prepared for their work in schools. Therefore, they will improve the above situation to continue developing professionally.Originality/valueThe findings indicated high item and person reliability, with a good item fit and polarity values that are compatible with the Rasch model. Teachers in this study indicated that they found it difficult to deal with these challenges in the beginning of their careers. Professional development courses are suggested to help teachers deal with issues such as discipline, uninvolved parents and guidance and counselling effectively. Higher education programmes should also include these topics in their curricula for student teachers. A greater emphasis on training teachers in their pastoral roles is suggested.

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.

The role of teachers’ social and emotional competence in implementing social and emotional learning (SEL) curriculum in Malawi

Social and emotional learning (SEL) enhances children's academic and life achievements when implemented well. While previous studies explored factors influencing teachers’ implementation of SEL, limited attention has been given to the role of their social and emotional competence (SEC). To address this gap, this study analyzed surveys from 434 primary school teachers in Malawi using hierarchical linear modeling. The findings reveal a positive relationship between teachers’ SEC, specifically in emotion regulation and relationship management, and their integration of SEL in daily classroom instruction. Notably, teachers serve as behavioral role models through socialization, communication, and emotional conduct. Strengthening teachers’ SEC, in conjunction with SEL pedagogy training, could help foster SEL-rich school environments for learners in Malawi and similar contexts.

Bridging the SEL CASEL Framework with European educational policies and assessment approaches

The importance of enhancing social and emotional skills in educational settings has gained prominence, with many countries and organizations embracing the Social and Emotional Learning (SEL) framework to equip individuals with the tools needed for shaping a self-identity, emotional regulation, goal achievement, empathy, nurturing relationships, and responsible decision-making and overall well-being. In this paper, we aim to connect the globally acknowledged Collaborative for Academic, Social, and Emotional Learning SEL framework with international policies that underscore the importance of social and emotional skills in the school context. To accomplish this goal, we first provide a brief overview of the key components of the SEL framework. Subsequently, we explore two significant educational policies within the European context. The first policy is the World Health Organization Health Promoting Schools initiative. We present its objectives, a WHO-affiliated program example, the promoted and assessed competencies of students, and its results, connecting its framework with the CASEL SEL approach. The second focus is the Organisation for Economic Co-operation and Development Study on Social and Emotional Skills, describing its developmental process and the assessment framework. Finally, we describe the alignment of SEL with these European educational policies and illustrate their role in advancing and improving the evaluation of SEL initiatives in educational environments.

Promoting social and emotional learning in pupils with disability. Special teachers’ perceptions and practices

Pupils with special educational needs and disabilities (SEND) are at risk for emotional, behavioural and social difficulties. Social and emotional learning (SEL) may be particularly beneficial to fostering these children’s resilience. Given the importance of teacher’s role in promoting SEL, the present study aimed to explore special teachers’ perceptions of SEL and the practices they use to enhance their pupils’ social and emotional skills. Data were collected by means of semi-structured interviews with 15 Greek primary and secondary education special teachers and were analysed with the use of reflexive thematic analysis. The findings of the study revealed that the special teachers considered the creation of a supportive school environment a key prerequisite to addressing the pupils’ with SEND needs. They perceived SEL as a process aiming to the development of social and emotional skills which contributes to pupils’ emotional development and social inclusion. Although they used a number of practices for this purpose, their efforts were often hindered by the lack of collaboration with general education teachers and their limited knowledge on SEL. The findings are discussed with respect to the need to enhance cooperation between the members of the school community and teachers’ training on SEL.

Examining the Measurement Invariance and Validity of the SSIS SEL Brief + Mental Health Scales – Student Version in Austria and Germany

The SSIS SEL Brief + Mental Health Scales (SSIS SELb+MHS) are multi-informant assessments developed in the United States to assess the social and emotional learning (SEL) competencies and emotional behavior concerns (EBCs) of school-age youth. Although there are translations of the SEL items of the SSIS SELb+MHS available in other languages, a German translation has never been completed and validated, despite the growing need for SEL and mental health assessment in German-speaking countries. To address this need, this study’s primary purpose was the examination of a German translation of the assessment with a specific focus on measurement invariance and concurrent validity invariance testing with 821 3rd through 6th-grade students in Austria and Germany. Results indicated that the SELb+MHS items clustered into 2 SEL factors and 2 EBC factors. With regard to measurement invariance, the SELb+MHS functioned similarly across both Austria and Germany and full scalar invariance was achieved. Additionally, the overall pattern of concurrent validity relationships was as expected and similar across countries. Implications and future directions are discussed.

Cultivating Culturally Responsive-Sustaining Approaches to Social and Emotional Learning for Students with or At-risk for Emotional and Behavioral Dis/abilities

School policies are largely driven by perceptions and expectations for how students should behave academically and socially, yet these practices often lack the cultural relevance and sustainability required to support racially, ethnically, and linguistically diverse (RELD) students with or at risk for emotional and behavioral dis/orders (EBD). Similarly, many evidence-based practices for behavior do not consider internalizing behaviors (e.g., anxiety, toxic stress), exemplifying a critical need for equitable practices aimed at supporting the prosocial and emotional needs of RELD students with or at risk for EBD. Given the multifaceted social, emotional, and behavioral needs of RELD students with or at risk for EBD, social and emotional learning (SEL) practices are most effective when implemented through a culturally responsive-sustaining lens. Thus, this paper examines how the pervasive inequities within special education praxis can be mediated through culturally responsive-sustaining SEL practices. Using the tenets of dis/ability critical race theory (DisCrit), we first problematize the current approaches to SEL curricula and address how they contribute to the pathologization of RELD students with or at risk for EBD. We then provide evidence-based recommendations for school leaders and practitioners to embed culturally responsive-sustaining pedagogy within SEL instruction.

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.

Book reviews [International Journal of Emotional Education, 16(1)

The books reviewed here are all relevant to the concept of social and emotional learning (SEL). The first, Is This Autism? A Guide for Clinicians and Everyone Else, examines the social and emotional needs of children, adolescents and adults who are neurodiverse. What is unique about this book is that the authors are neurodiverse, and they took advice from a panel of autistic people as they wrote it. The second edited book, Assessing Competencies for Social and Emotional Learning: Conceptualization, Development, and Applications, is written by leading experts in the field of SEL assessment. The third book, Bully Blocking: Empowering Students to Manage Bullying. A Guidebook for Teachers, Parents and Counsellors, gives a wealth of practical advice to educators, mental health professionals and parents on how to help those children who are being bullied at school and how to build up their self-confidence, self-esteem and resilience. Each will be of interest to readers of IJEE.

Editorial : Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs

Although the COVID-19 Pandemic began in 2020, it continues to exert a negative impact on the social, emotional, behavioral, and academic wellbeing of many children and youth across the globe (e.g., Bell et al., 2023; Panchal et al., 2023) and throughout Europe (European Education and Culture Executive Agency, 2022). To address these significant needs, researchers, educators, and policymakers have continued to stress the importance of developing instructional and intervention programs that target children’s social and emotional learning (SEL) and emotional behavior concerns (EBC). Many examples of such programs exist in countries throughout Europe (e.g., Cefai, et al., 2018). A particularly notable example is the Promoting Mental Health at Schools (PROMEHS) program (Cefai et al., 2022). Such developments are promising as children and youth continue to need enhanced supports and schools represent an excellent setting to provide it to them.

“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.

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.

Children’s Perceptions of a Therapy Dog-Assisted Social and Emotional Learning Intervention: Survey and Interview Findings

ABSTRACT Therapy dogs can improve the social and mental health outcomes for children and adolescents. School-based interventions that address social and emotional learning (SEL) can promote children’s overall wellbeing and educational outcomes. This study used a qualitative approach to explore children’s perceptions of a 12-week therapy dog-assisted SEL intervention in a mainstream primary school in Australia. Open-ended survey questions were completed by 85 Year 5 students and five of these students engaged in a follow-up interview. A thematic analysis identified three main themes: 1) empowerment through emotional learning, 2) positive relationships with peers and family, and 3) personal growth. Empowerment through emotional learning included the subthemes of experiencing, understanding, regulating, and expressing emotions. Positive relationships included the subtheme of communication. Both the SEL components of the program and the integration of a therapy dog appear to have contributed to a perceived positive impact on children’s wellbeing overall. This study contributes to the evidence of how therapy dogs can impact school environments and provides a structure for how a therapy dog can support student 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.

Embedding social emotional learning from the bottom up in multi‐tiered services and supports frameworks

AbstractStudent mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma‐informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma‐Informed Multi‐Tiered Systems of Support Model (TI‐SEL MTSS)–an adaptation of the TITI‐SEL MTSS–to include and emphasize the specific role of SEL as a critical foundational layer within a multi‐tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed.

EXPLORING THE SOCIAL AND EMOTIONAL ASPECTS OF TEACHING AND LEARNING ENGLISH AS A FOREIGN LANGUAGE

Social-emotional learning has become crucial in fostering well-rounded individuals who possess not only academic knowledge but also essential skills such as self-awareness, empathy, and effective communication. Through prioritizing the development of social and emotional competencies, we equip individuals with the tools to navigate complex social dynamics, build meaningful relationships, and contribute positively to both their personal and professional communities. This journal article aims to explore the critical yet often underinvestigated social and emotional aspects inherent in the teaching and learning of English as a Foreign Language (EFL). Recognizing the multifaceted nature of language teaching and learning, this article aims to emphasize the importance of integrating Social and Emotional Learning (SEL) strategies into EFL pedagogy. The study conducted a comprehensive observation of Social-Emotional Learning practices which were used in a Grade 10 English classroom, utilizing the Social-Emotional Learning Classroom Observation Sheet adapted from the Rubric for 10 Teaching Practices that Support SEL, developed by Yoder and Gurke (2017). The observation spanned three weeks, covering eight periods of 45 minutes each, with a focus on ten common practices for promoting SEL. The findings reveal the teacher’s strengths in student-centered disciplines, teacher language, warmth and support, showcasing positive classroom environment. However, areas for improvement are identified, including inconsistent implementation of responsibility and choice, self-assessment and balanced instruction. Implications include the need for consistent positive practices, explicit SEL incorporation, and a balanced approach for a dynamic learning environment in EFL classrooms.

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.

Implementing targeted social and emotional learning interventions in schools—Are more specific models needed?

AbstractSchools are increasingly encouraged to adopt evidence‐based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for those pupils who may require small group or individual support over and above that provided at the universal level. To date there has been limited consideration of factors which are important for the implementation of targeted SEL interventions. Data from an exploratory case study with two schools implementing Lego therapy are used to illustrate the implementation factors relevant to this targeted intervention. Findings indicate similarities in universal and targeted intervention core components and factors but also a number of distinct elements that are important to consider when implementing Lego therapy and potentially other targeted SEL interventions. Key considerations include the interaction with the wider school system, the pivotal role of the intervention champion, and the importance of external support for problem solving and sustainability. The resulting model may inform further development of implementation frameworks for Lego therapy and other targeted SEL interventions.