School Social Emotional Learning Research Articles

MENELAAH PENERAPAN PEMBELAJARAN SOSIAL EMOSIONAL DAN PERWUJUDANNYA DALAM PENDIDIKAN YANG BERPIHAK PADA PESERTA DIDIK

Education is an effort to shape individuals with characters aligned with the prevailing societal values. Consistent with the thoughts of Ki Hadjar Dewantara, education prioritizes the interests of the learners. One of the efforts in character formation is through social-emotional learning. Social-emotional learning encompasses five components: self-awareness, self-management, social awareness, social skills, and decision-making. This study examines how social-emotional learning is implemented in schools and its manifestation in learner-centric education. The method employed in this study is qualitative through literature review. Data collection techniques involve documentation by gathering various readings or literature. The results of this study indicate that there are already numerous effective implementations of social-emotional learning in schools. Additionally, the realization of social-emotional learning is an effort towards character formation in accordance with the needs of the learners.

Under the law: A case for social and emotional learning

Social-emotional learning (SEL) has been a staple in U.S. schools for decades, but it’s recently drawn criticism from policy makers and advocates who believe these programs represent government intrusion into areas best reserved for families. Robert Kim describes some of the legal arguments that support the use of SEL in schools. SEL programs can help foster equitable and nondiscriminatory environments, promote independence of students with disabilities, and help students learn to recognize and report instances of abuse. Both courts and the federal government have used the presence or lack of SEL programs as an indicator of whether schools are fulfilling their obligations to protect students’ rights. For this reason, SEL programs can help schools avoid legal liability, even as they help students grow in important ways

Anti-racism is not an initiative: How professional learning communities may advance equity and social-emotional learning in schools

ABSTRACT There is a sense of urgency among P-12 educators to dismantle systemic school-based racism and radically transform conditions for teaching and learning in ways that advance equity, social justice, and social-emotional learning (SEL). This transformation cannot be achieved through typical top-down, short-term approaches to school improvement or professional development. In this article we explain how, in an urban school district working to bring Digital Literacy and Computer Science (DLCS) to all students, robust professional learning communities (PLCs) have been leveraged to redress racism and led to changes in teacher mind-sets, more equitable classroom practices, and positive social-emotional learning outcomes. We explain how routine school improvement initiatives, such as stand-alone professional development events, fail to address racist beliefs and behaviors, and are inadequate to the task of advancing SEL. We describe the attributes and outcomes of effective PLCs, including the effects that PLC participation may have on teacher capacity to make anti-racist changes to curriculum and instruction, and advance the social, emotional, and academic learning of all students.

Social Emotional Learning in Schools: The Importance of Educator Competence

As professionals charged with fostering student learning and well-being, educators—school leaders, teachers, school counselors, pre-service teachers—should demonstrate social emotional competence. In this study, we apply the Collaborative for Academic, Social, and Emotional Learning’s framework—self-awareness, self-management, social awareness, relationship skills, responsible decision-making—to ascertain what we know from scholarship about educators’ SEL competence. We conclude with guiding principles for training programs and professional learning opportunities for strengthening educators’ understanding of their own SEL to improve daily pedagogical practice and ensure each school-wide initiative around SEL drives seamless strategies for attaining school improvement outcomes.

Teachers’ Understanding of Evidence of Students’ Social Emotional Learning and Self-Reported Gains of Monitored Implementation of SEL Toolkit

Aim. The aim of this study was to highlight and analyse teachers’ responses to the evidence of their students’ social emotional growth and teachers’ own gains from the monitored implementation of social emotional learning in their classes.
 Methods. The research group was composed of 312 teachers from Latvia and Slovenia, who were involved in the implementation of indirect social emotional learning through classroom instruction and formative assessment. A thematic analysis of the teachers’ written responses was performed.
 Results. A thematic analysis of the teachers’ responses indicated that initially they had mentioned mostly (expressed) general statements and only some small part of their responses included observable and measurable indicators of students’ social emotional skills improvement. Therefore, four months after the beginning of the intervention, teachers reported rather on their personal and professional gains from the participation in this intervention than provided general statements.
 Conclusions. The teachers’ improved self-reflection is a premise for them to consider evidence of students’ social emotional skills development thus facilitating purposeful social emotional learning in schools.

Leading with data: Using an impact-driven research consortium model for the advancement of social emotional learning in schools.

Weissberg, Durlak, Domitrovich, and Gullotta (2015) note that social and emotional learning (SEL) is increasingly recognized as a critical component of academic and life success. In many schools around the nation, SEL is becoming (or has become) part of a comprehensive strategy to strengthen students' academic performance, improve school and classroom climate, and lessen conduct problems. A recent benefit-cost analysis by Belfield et al. (2015) of six prominent SEL programs showed a positive return on the original investments in these programs at a ratio of about 11 to 1. SEL supports the development of skills in emotion regulation, social awareness, conflict resolution, and responsible decision making, all of which are essential to students' success within and outside the classroom. These so called noncognitive skills are associated not only with proximal gains in students' academic performance and reductions in conduct problems but also with their later choices related to education and employment, as discussed by the economist, James Heckman and his team (Heckman, Stixrud, & Urzua, 2006). Furthermore, according to a report by Nagaoka, Heath, Farrington, and Cureton Turner (2015) for the University of Chicago Consortium on Chicago School Research, evidence shows that not attending to fundamental SEL skills and competencies within and outside the context of formal schooling can actually undermine children's long-term development and keep them from succeeding in adult roles. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

The Core Components of Evidence-Based Social Emotional Learning Programs.

Implementing social emotional learning (SEL) programs in school settings is a promising approach to promote critical social and emotional competencies for all students. However, there are several challenges to implementing manualized SEL programs in schools, including program cost, competing demands, and content that is predetermined and cannot be tailored to individual classroom needs. Identifying core components of evidence-based SEL programs may make it possible to develop more feasible approaches to implementing SEL in schools. The purpose of this study was to systematically identify the core components in evidence-based elementary school SEL programs, using the five interrelated sets of competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL) as an organizing framework. We present the components that were identified, and the rates at which each component was included in the sample of evidence-based SEL programs. The core components that occurred most frequently across programs were Social Skills (100% of programs), Identifying Others' Feelings (100% of programs), Identifying One's Own Feelings (92.3% of programs), and Behavioral Coping Skills/Relaxation (91.7% of programs). These findings illustrate the feasibility of systematically identifying core components from evidence-based SEL programs and suggest potential utility of developing and evaluating modularized SEL programs.

Depressive adolescents at risk of social exclusion: The potentials of social-emotional learning in schools

Depressive adolescents are a challenging and vulnerable group in schools. Specific developmental features such as irritability and comorbid behavioural disorders complicate the recognition of their...

Promoting Mental Well-Being Through Social-Emotional Learning in Schools: Examples from British Columbia

Social and emotional learning is increasingly recognized as playing an important role in the promotion of positive mental health in schools. In 2012, the Mental Health Commission of Canada identified child and youth mental health as a priority for the transformation of mental health systems in Canada. To this end, comprehensive efforts to promote positive social and emotional development in schools and to foster safe and caring school environments are urgently needed. This paper highlights the multi-faceted approach undertaken in British Columbia over the past decade to promote positive mental health through social-emotional learning in schools.

Promoting Children’s Healthy Social-Emotional Growth: Dialogue Journal

Dialogue journals are a form of writing in which a student and a teacher carry on a conversation over time. This paper addresses the benefits of using dialogue journals for promoting a positive social-emotional learning (SEL) environment for children in school settings. Educators and researchers have increasingly acknowledged the importance of SEL in schools, and the recognition has been gradually spread around the world in recent years. Despite the increased recognition of the importance of SEL, teachers often appear to feel unacquainted with tactics for promoting children’s social-emotional growth. We provide our readers with a theoretical and practical rationale behind the benefits in the framework of SEL. We also provide practical guidelines for the implementation of the dialogue journals in schools. Further, successful examples of the use of dialogue journals which we have drawn upon during classes in different countries are presented in order to help teachers promote the positive SEL environment for students at school.

Teachers’ empathy: can it be predicted by self-efficacy?

Teachers’ social-emotional competencies seem to play a significant role in promoting social-emotional learning in schools. Empathic teachers were found to possess a higher level of morality; to communicate more successfully with their students; to encourage them to forge empathic relationships; and to successfully motivate their students. Yet, there is a dearth of literature on how to develop such empathy in teachers. The present study, which is based on a large body of research, investigated the contribution of teachers’ self-efficacy and emotional self-efficacy to teacher empathy. The sample comprised 543 teachers from the central region of Israel who completed self-report questionnaires. Findings indicated that both types of self-efficacy contribute to empathy in teachers, but the contribution of teacher self-efficacy is greater. These findings can benefit teacher educators, principals and others involved in teacher performance and well-being throughout the world. Findings may suggest that both efficacies are compelling variables that need to be addressed and enhanced in relation to teacher empathy. In addition, the findings strengthen the notion that social-emotional competence in teachers is strongly associated with teachers’ self-beliefs regarding their teaching efficacy.

Teacher perspectives on factors facilitating implementation of whole school approaches for resolving conflict

While social–emotional learning programmes in schools often have positive outcomes, many such initiatives are not well implemented and maintained. This paper reports on teacher reflections on the process of planning and implementing a whole school social–emotional learning (SEL) programme with a conflict resolution focus, called Enhancing Relationships in School Communities (ERIS). Ten primary schools participated in an 18‐month professional development programme offered by the researchers to assist schools to develop a whole school approach to handling interpersonal issues using a cooperative problem‐solving approach. Implementation (core) teams of three to five members, including principal or assistant principal and relevant teachers, attended workshops and managed the change process. In individual interviews, 29 core team members described the most significant changes that had taken place, what factors facilitated those changes and what assisted in overcoming barriers. A synthesised model of facilitators of implementation was developed on the basis of these interviews. The major components of the model included ensuring a whole school vision and process; pre‐programme engagement confirming commitment and alignment of researcher and teachers' visions; facilitative programme structure and processes such as linking the current programme to existing programmes and processes in the school; leadership and support for staff in the change process, for example, through the implementation team; the nature of the programme content; and monitoring and feedback processes to sustain motivation and inform on needs and outcomes.