Social Emotional Learning Programs Research Articles

STRYV365 peak team and Brain agents: teacher perspectives on school impact of a trauma-informed, social-emotional learning approach for students facing adverse childhood experiences.

Adverse childhood experiences (ACEs) have a profound impact on children's and adolescents' academic performance and overall wellbeing. In contrast, positive childhood experiences help mitigate the negative effects of ACEs on health and wellbeing. Trauma-informed and social-emotional learning (SEL) programs in schools may address these impacts, with school staff playing a pivotal role in ensuring their success and influencing school outcomes. This study aimed to assess the strengths, weaknesses, and areas for improvement in the STRYV365 peak team and Brain Agents programs. The aim was to refine program implementation and determine the preliminary effects on students, teachers, and the broader school environment. To achieve this goal, four focus groups were conducted after the program concluded, involving 17 school leaders, administrators, and teachers from four urban schools serving students in fifth through ninth grades. The audio transcripts were professionally transcribed and analyzed by four co-authors using Dedoose for inductive coding, leading to the identification of major themes and subthemes. Three key themes were identified from transcripts: school-wide perspectives of STRYV365 programs, strengths and impacts of STRVY365 programs, and suggestions for program improvement. School staff noted that the peak team was particularly engaging for students, helping them develop SEL skills and foster both peer-to-coach and peer-to-peer relationships. Additionally, the STRYV365 programs were found to enhance student-teacher relationships and staff relationships. Teachers expressed strong interest in taking a more active role in future programming. Overall, this study highlights the importance of teacher and administrator involvement in maintaining consistent SEL activities for urban youth. The findings also suggest that short-term, 4-week SEL programs can have a positive effect on school culture, as well as on student-teacher relationships and teacher-teacher relationships.

Innovating Social-Emotional Learning to Enhance Positive Engagement of Youth With Social Media: A Comprehensive Review of Why and How.

The rising mental health burden among youth, exacerbated by excessive social media use and other risks associated with digital engagement, necessitates urgent and innovative preventive solutions. The existing research supports the notion that smartphones and social media significantly impact youth mental health, advocating for age restrictions to mitigate worsening psychological distress in the young.This comprehensive narrative literature review synthesizes research on the dual role of social media in shaping well-being among youth and explores how social-emotional learning (SEL) programs can be adapted to encourage a healthy relationship with digital platforms. Innovating SEL programs by incorporating educational techniques such as Problem-Based Learning, Inquiry-Based Learning, and Project-Based Learning inculcates real-world problem-solving and holds significant promise for fostering self-realization and self-regulation among the youth. By inculcating skills related to mindful technology use within SEL programs, students can learn to navigate social media and other technology related risk factors in a way that supports their mental health and overall well-being. The goal is to empower students to make informed decisions about technology and social media use, understand its effects on their mood and mental state, and practice techniques that contribute to a healthier, more balanced digital life. This holistic approach not only mitigates the risks associated with digital overuse but also leverages technology as a tool for enhancing personal and social development. Well-designed, innovative programs backed by thorough feasibility studies can help cultivate a generation of emotionally intelligent, resilient, and adaptive learners who can thrive in an increasingly complex digital landscape. Future research should focus on longitudinal studies to assess the long-term effects of these SEL innovations and develop scalable models that can be implemented across various educational settings.

Effects of a Social-Emotional Learning Intervention on Social-Emotional Competencies and Behavioral Problems in Elementary Students Amid COVID-19.

This study investigated whether a social-emotional learning program, implemented over a one-year period, could lead to gains in social-emotional competencies and to a reduction in internalizing and externalizing problems in the context of the COVID-19 pandemic. Furthermore, the program analyzed how students (boys vs. girls) with varying levels of social-emotional competencies and externalizing and internalizing problems, and from different socioeconomic backgrounds, were differently affected. The program was applied to 358 Portuguese third- and fourth-grade students (51.4% boys, Mage = 8.56; SD = 0.82). Self-report (students) and hetero-report (teachers) questionnaires were administered before and after the intervention. Linear mixed-effects models were computed to test intervention impacts. Significant intervention gains were noted in social-emotional learning competencies, namely emotional knowledge, social competence, peer relations, self-management, and academic behavior, and in externalizing (social problems) and internalizing (anxiety) problems. No effects were found in aggressiveness. Students with lower social-emotional competencies and higher externalizing and internalizing problems at baseline profited more from the program. Gender moderated both emotional knowledge and social problems, and socioeconomic status only moderated social problems. Findings highlight the effectiveness of this social-emotional learning program, especially for students facing initial challenges. Recommendations for future research, acknowledging limitations and strengths, are discussed.

Promoting emotion understanding in middle childhood: A systematic review of school-based SEL programs

Emotion understanding (EU) describes the ability to identify, interpret, and communicate about emotions, and is often targeted by social-emotional learning (SEL) programs. Still, the theoretical framing of SEL programs and their impact on specific areas of social-emotional development, such as EU, for different age bands is not always transparent. This systematic review synthesized emotion-focused content in SEL programs used in quantitative outcome studies in middle childhood to identify which EU components are targeted and examine content congruence with an integrated EU development model drawing on the Pons EU developmental model and the Crick and Dodge social-information processing (SIP) model that posits emotion identification as fundamental to social decision-making in childhood. A total of 38 programs for Grades 3 to 5 across 54 studies in 20 countries were reviewed. Program aims, lesson topics, and activities were extracted and mapped to a 10-component EU framework integrating the nine Pons model components (‘recognition, external cause, reminder, desire, belief, hiding, regulation, mixed, morality’) with one based on the SIP model (‘decision/action’). At least 87% of emotion-focused SEL content targeted EU components of recognition, regulation, and social decision-making. Findings indicate a good level of congruence between emotion-focused SEL program content and prevailing EU development models. Many programs emphasized the external causes of emotions, underscoring the importance of scenarios to explain emotions—discussed further in light of cross-cultural variation in emotion socialization. We encourage SEL intervention research to be more transparent in reporting SEL program content and activities to move toward causal explanations of program impact.

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

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

The Role of Social-Emotional Learning in Comprehensive Student Development: A Case Study of Educational Transformation in Singapore

<p>In the context of globalization and rapid advancements in information technology, traditional education models are no longer sufficient to meet modern society’s demand for well-rounded talents. As a paragon of educational innovation, Singapore has implemented Social-Emotional Learning (SEL) programs aimed at comprehensively enhancing students’ overall development. This paper explores the positive effects of SEL on students’ academic performance, mental health, interpersonal relationships, and social skills, using Singapore as an example. <br />It also provides specific recommendations for implementing SEL to maximize its benefits for holistic student development.</p>

Could school programs based on social-emotional learning prevent substance abuse among adolescents?

In this editorial, we comment on the article Adolescent suicide risk factors and the integration of social-emotional skills in school-based prevention programs by Liu et al . While the article focused on the issue of suicide and social-emotional learning programs as a possible intervention, we here discuss evidence of other reported outcomes and if it could be an effective way to prevent substance abuse among adolescents.

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

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

Policy, Practice, and Perceptions of K-12 Social-Emotional Learning

The purpose of this study was to investigate the perceptions of K-12 school staff who participate in social-emotional learning (SEL). Since the global pandemic, several school districts have included SEL as part of the school curriculum. Teachers, counselors, social workers, school psychologists, and school administrators participate in SEL instruction and/or practices. Classroom teachers instruct students in SEL instruction and other school staff practice the SEL components of self-awareness, self-management, decision-making, social awareness, and relationship skills through their daily interactions with students. This study was conducted in various schools throughout the Los Angeles area using open-ended interview questions that utilized focus groups and individual interviews according to their school positions. The schools were invited to participate in purposeful sampling. The participants were invited and selected to include the diversity of student population, size, location, and SEL programs. Interview questions examined the participants’ perceptions of the SEL program, practices, and school policy. Data collection involved note-taking and/or voice recordings.

Cultural adaptations to social-emotional learning programs: A systematic review.

Social-emotional learning (SEL) programs offer critical opportunities to promote the development of students' social and emotional competence and well-being. Yet, the landscape of how adaptations are being made to effectively serve all students is unknown. This systematic review examined cultural adaptations to SEL programs and the extent to which they were associated with positive outcomes. Included studies were (a) peer-reviewed empirical studies or dissertations; (b) conducted in PreKindergarten through 12th grade school settings in the United States; (c) available in English; and (d) included a cultural adaptation to an SEL program. Five electronic databases were searched in January 2023. Included articles were coded to extract information regarding the types, purposes, and associations with student outcomes and cultural adaptations to SEL programs have. A total of 11 studies (eight published studies and three dissertations), including 5,173 students, met the inclusion criteria. Results demonstrated most studies used surface- and deep-level adaptations for adapting SEL programs to a specific racial/ethnic group and/or a geographical region. In general, there were mixed results in terms of effectiveness when examining effect sizes and other statistical analyses of the adaptations on student outcomes. However, most studies found high acceptability and/or feasibility in relation to the adaptations. Implications and directions for future research are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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

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

The Effect of Sustainability Educational Game Activities Supported by the Social-Emotional Learning Program on the Social-Emotional Learning Skills of Young Athletes

The Effect of Sustainability Educational Game Activities Supported by the Social-Emotional Learning Program on the Social-Emotional Learning Skills of Young Athletes

Systematic review of culturally adapted SEL interventions for racially and ethnically minoritized preschool children

Social-emotional skills are a growing area of focus for early childhood educators due to their contributions to young children's school readiness and long-term positive outcomes. Current research also highlights the need to confront biases leading to the overestimation of challenging behaviors in racially and ethnically minoritized children. When enacted into policy and practices, biases and overestimation of challenging behaviors result in disproportional, exclusionary disciplinary practices towards children from racially minoritized and economically marginalized backgrounds in early childhood educational settings. Thus, it is necessary to select and implement social-emotional learning interventions that have been designed for or culturally adapted to meet specific needs of children from these backgrounds. In the present study, we uncovered the characteristics of social-emotional learning (SEL) interventions that have been designed or culturally adapted for racially and ethnically minoritized preschool-aged children (ages 3–5 years). Using Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines with no restrictions on study dates, we conducted a systematic review of the literature. Our results indicate the implementation of culturally adapted SEL programs among preschool-age children from racially and ethnically minoritized backgrounds is in the preliminary stages with only six studies meeting inclusionary criteria. Overall, children demonstrated improved outcomes after participation in SEL programs. There were significant variations in the SEL curricula used. Frequent types of adaptions included reviewing the program from the original intervention, ensuring that the intervention is delivered in children's home language, and selecting or training qualified implementers.

Effective Social-emotional Learning Strategies in the Online University Classroom

With the increasing prevalence of online education, especially since the pandemic, there is a growing need to explore effective strategies for fostering social-emotional learning (SEL) in virtual university classrooms. The key components of SEL are self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. In this study, the researcher explores effective SEL strategies in online university classrooms. Although researchers have widely investigated the topic of SEL programs in K-12 settings, few have focused on SEL strategies in adult-level or university settings, specifically for online environments. In this qualitative, phenomenological study, the researcher investigates professor perceptions regarding effective SEL strategies in university online environments. Participants in the study are professors with experience teaching at the graduate or undergraduate level in a private university in Tennessee. The researcher collects data from a questionnaire, semi-structured interviews, and a focus group discussion. Several strategies emerge as effective in promoting SEL, including sympathy building, supportive environment, and building connections. By implementing these strategies, educators can effectively promote SEL in online university classrooms, thereby enhancing the overall well-being of students, academic success, and readiness for the online environment. However, further research is warranted on the implementation of these strategies in diverse online learning environments.

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

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

Integration of equine assisted services and social-emotional learning: A preliminary evaluation of a life skills training program for at-risk youth

Abstract This study was a preliminary evaluation of a life skills training program conducted by the Equine Partnership Program (EPP) integrating Equine Assisted Services (EAS) with social emotional learning (SEL) competencies. SEL programs aim to foster character development, curb maladaptive behaviors, and enhance social skills in at-risk youth by promoting positive relationships and emotional regulation. Many youth still require more targeted or alternative approaches to effectively nurture these skills. EAS has the potential to enhance SEL through its experiential learning approach and use of horses as a bridge, which is believed to be effective because of the horse’s innate ability to mirror and respond to human emotion. The purpose of this study was to assess the impact of EAS on the social–emotional development of at-risk youth as measured by the Depression, Anxiety, Pain, and Stress (DAPS) visual analog tool. It was hypothesized that participants would demonstrate measurable improvements in emotional regulation post intervention. Data were collected before and after the EAS experience from 33 participants. Participants were asked to rate their levels of DAPS ranging from a high of 10 to a low of 1. Using t-test comparisons, statistically significant decreases in scores were found in depression (M = −0.67, p = 0.02), and anxiety (M = −1.18, p < 0.001). Emotional pain and stress also showed decreases, though not statistically significant. This intervention shows promise to serve as an effective modality in addressing resilience and pro-social skills necessary for improved outcomes in behavioral and emotional development, thereby improving future academic, career, and overall life success, including improved social relationships.

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

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

Social-emotional learning profile of junior high school students in Java

Social-emotional learning is an essential aspect of an individual’s development. Thisresearch aims to determine the profile of social-emotional learning and differences in social-emotional learning scores based on gender and grade level among junior high school students in Java. This research uses a quantitative approach with a comparative research type. The sample in this study was 2036 junior high school students on the island of Java. The data collection technique in this research used a social-emotional learning scale, which was tested for validity and reliability using the RASCH model. Data analysis techniques were carried out using descriptive statistics and the ANOVA test. The results show that the majority of junior high school students in Java had a high score in social-emotional learning (N=65.4%), and only 0.1% of students categorized indeficient. Students' social-emotional levels were not influenced by gender or grade level. The self-management aspect had the lowest score, and the self-awareness aspect had the highest score in social-emotional learning. It is hoped that the results of this research can provide an overview of the conditions of social-emotional learning in students and become a reference for the development of social-emotional learning program in schools.Guidance and Counseling teachers can improve the lowest aspect of social-emotional learning through various techniques and methods so students can have good social-emotional learning skills in all aspects. Future research needs to explore the factors that influence high levels of SEL in students and expand the research sample to obtain broader generalizations.

The Effect of the Advocacy Social-Emotional Learning Program on Emotional Competence

School leaders are integrating social and emotional skills content into their academic curriculum to create a supportive learning environment and improve the implicit curriculum. The Generation Schools Network (GSN) Advocacy Program is a comprehensive, multi-component schoolwide initiative designed to promote students' social-emotional competence, college and career readiness, and academic success. Overall, the GSN Advocacy Program represents a holistic approach that promotes the interconnectedness of social-emotional development and academic success, aiming to prepare students for the challenges and opportunities they will encounter. The study aimed to test for baseline equivalence between the comparison and intervention groups regarding school climate, leadership, school connectedness, emotional distress, self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This quasi-experimental process compared secondary students in the intervention group (125) participating in the yearlong GSN Advocacy Program with students in the comparison group (115). After controlling for pre-assessment variables of social-emotional competence, the analysis of covariance (ANCOVA) revealed significant improvements among students in the intervention group for total social-emotional competence and constructs of school climate and school connectedness. The program's multi-component approach, including structural support through professional development for implementers and specific social-emotional learning lessons, helped students develop social-emotional skills. Accordingly, students also demonstrated increased interaction with others, an improved sense of school connectedness, and an enhanced ability to handle emotional distress, which is crucial for academic stressors. This study suggests that the multi-component approach, including student-centered social-emotional competency instruction and environmental focus, engendered the intervention group's acquisition of social-emotional skills. Accordingly, by adopting a multi-component approach that addresses these various aspects of social-emotional programming, school leaders can create a holistic support system that nurtures students' social-emotional competence, resilience, and overall well-being. This comprehensive approach enhances students' academic success and equips them with the skills and attitudes necessary for success beyond the classroom.

Technology-enhanced mindfulness-based collaborative social reasoning to improve adolescents' social-emotional competencies.

This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group discussions, learning technology, and multidimensional assessments of students' social-emotional outcomes. Using a quasi-experimental design, the study was implemented in four sixth-grade English language arts classrooms (2 experimental and 2 business-as-usual control; N = 74) in a public middle school in the Midwest of the United States. It was co-implemented by researchers and teachers, with sessions occurring for 45 minutes, once per week, for 8 weeks. The MBCSR group showed greater self-efficacy for using Upa-yoga and mindful breathing to regulate their emotions and behaviors ( = .13), and lower externalizing ( = .07) and bullying behaviors ( = .09) at the posttest compared to the control group, after controlling for baseline differences. Students in the experimental group overall showed positive and relaxed emotional and physiological states during the sessions. There were no significant differences between the two groups in mindfulness, emotional regulation, and social skills. This program sets an example for integrating social-emotional learning and academic learning into students' daily content instruction.