Social Emotional Learning Programs Research Articles

Social Emotional Learning Program Boosts Early Social and Behavioral Skills in Low-Income Urban Children.

Social emotional learning (SEL) programs are increasingly being implemented in elementary schools to facilitate development of social competencies, decision-making skills, empathy, and emotion regulation and, in effect, prevent poor outcomes such as school failure, conduct problems, and eventual substance abuse. SEL programs are designed to foster these abilities in children with a wide range of behavioral, social, and learning needs in the classroom, including children who are economically disadvantaged. In a previous study of kindergartners residing in a high-poverty community (N = 327 at baseline), we observed significant behavioral improvements in children receiving an SEL program—The PATHS® curriculum (PATHS)—relative to an active control condition within one school year. The present investigation sought to determine whether these improvements were sustained over the course of two school years with intervention and an additional year when intervention was no longer provided. Further, using multilevel models, we examined whether baseline measures of neurocognition and stress physiology—known to be adversely impacted by poverty—moderated heterogeneous outcomes. Finally, a preliminary linear regression analysis explored whether neurocognition and physiological stress reactivity (heart rate variability, HRV) predict change in outcomes postintervention. Results confirmed that students who received PATHS sustained significant behavioral improvements over time. These effects occurred for the full sample, irrespective of putative baseline moderators, suggesting that children in high-risk environments may benefit from SEL interventions irrespective of baseline cognitive functioning as a function of overall substantial need. Of interest is that our exploratory analysis of change from waves three to four after the intervention concluded brought to light possible moderation by baseline physiology. Should subsequent studies confirm this finding, one plausible explanation may be that, when an intervention providing protective effects is withdrawn, children with higher HRV may not be able to regulate physiological stress responses to environmental challenges, leading to an uptick in maladaptive behaviors. In reverse, children with lower HRV—generally associated with poorer emotion regulation—may incur relatively greater gains in behavioral improvement due to lesser sensitivity to the environment, enabling them to continue to accrue benefits. Results are discussed in the context of possible pathways that may be relevant to understanding the special needs of children reared in very low-income, high-stress neighborhoods.

Long-Term Effects of Social-Emotional Learning on Academic Skills: Evidence from a Randomized Trial of INSIGHTS

Social-Emotional Learning (SEL) programs are school-based preventive interventions that aim to improve children’s social-emotional skills and behaviors. Although meta-analytic research has shown that SEL programs implemented in early childhood can improve academic and behavioral outcomes in the short-term, there is limited work examining program effects on children’s math and language skills in the longer-term. Moreover, few studies have considered variation in impacts by children’s pre-intervention academic skills. Using an experimental design, the current study leveraged administrative data available through school records (N = 353) to examine the impacts of one SEL program—INSIGHTS into Children’s Temperament—implemented in early elementary school on math and language standardized test scores from third through sixth grade. Findings revealed positive average treatment effects on English/Language Arts (ELA) test scores in third and fourth grade, but not in fifth and sixth grade. Students who had higher academic skills at study enrollment showed lasting impacts on ELA scores in fourth, fifth, and sixth grade. There were no treatment impacts on math skills, and no variation in effects on math achievement by baseline skills. Implications are discussed.

유아 대상 미술 기반 사회정서학습 프로그램 개발 및 효과검증

유아의 사회정서역량은 이후의 학업능력과 적응을 예측한다는 점에서 중요하며 유아교육현장에 연계한 교육이 필요한 실정이다. 이에 본 연구는 유아 대상 미술 기반 사회정서학습 프로그램이 유아의 사회정서역량에 미치는 효과를 검증하는 데 목적이 있다. 연구목적을 달성하기 위해 J시에 위치한 K 유치원과 K 어린이집 만 4~5세 실험집단 44명, 비교집단 36명을 대상으로 효과의 검증을 검증하였다. 실험집단에게는 유아 대상 사회정서학습 프로그램을 주 1차시, 30~40분씩, 총 10차시를 진행하였고 비교집단에게는 동일한 기간 동안 미술교육 프로그램을 진행하였다. 연구결과 유아 대상 사회정서학습 프로그램을 적용한 실험집단 유아들의 사회정서역량 수준이 비교집단 유아들과 비교하여 유의미한 차이를 보였다. 이 같은 결과는 유아 대상 사회정서학습 프로그램이 유아의 사회정서역량에 긍정적인 영향을 미칠 수 있음을 시사한다. 따라서 본 연구는 현장에서 적용할 수 있는 유아 대상 미술 기반 사회정서학습 프로그램을 개발하고 효과성을 검증하였다는 점에서 의의를 찾을 수 있다.

Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol.

SummaryAdolescents in Panama face multiple barriers that affect their health, such as high rates of teenage pregnancy, increased human immunodeficiency virus (HIV) infections and sexual violence. Equal relationships between women and men are likely to reduce such risks. Here, we suggest that the school-based enhancement of Social and Emotional Learning core competencies—awareness of self and others, positive attitudes and values, responsible decision-making, and social interaction skills—could foster positive changes in behaviors between boys and girls, specifically through a focus on equal roles, equal rights in relationships and nonviolent problem solving. This paper, using the Intervention Mapping Protocol, describes the process of development of, and planning surrounding the implementation and evaluation of the program ‘Me and My new World’, a Social Emotional Learning intervention for middle school students (12–15 years old) in Panama. Program development was based on a needs assessment (Araúz Ledezma et al. (2020) Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi–stakeholder exploration in Panama. Health Education Research, 35, 1–14.) and a literature review of theory- and evidence-based Social and Emotional Learning (SEL)-programs. Intervention outcomes, performance objectives and change objectives of the intervention were identified. The practical applications of different theory-based methods allowed for contextual considerations that could potentially influence the expected behavioral outcomes of the intervention. Teachers were the implementers of the program, and during development, implementation, and evaluation, the roles, opinions, and teaching methods of all stakeholders were recognized. We conclude that Intervention Mapping allows for the analysis of multiple factors influencing the development and implementation of Social Emotional Learning programs promoting equal relationships among adolescents in a developing country, with a special consideration of culture, educational systems, and policies, from a capability development perspective.

Beyond Gun Control: Implementing Mental Health Interventions for the School Shooting Crisis in California

Over the last 10 years, the United States has witnessed a striking increase in school shootings (Riedman and O’Neil 2020). Most legislation addressing the issue has been focused on gun control with liberal states such as California passing stringent gun laws. However, it is important to acknowledge that the school shooting crisis is a multifaceted problem that will not be resolved by gun regulations alone. California should establish social-emotional learning programs in K-12 schools to help address the underlying issues that drive individuals to gun violence. These programs will provide students with the skills necessary to reduce aggressive behaviors as well as increase overall student well-being and academic achievement (Espelage et al. 2013). Along with gun control measures, California’s policymakers should establish social-emotional learning programs in K-12 schools to reduce the number of school shooting incidents. Effective implementation of such programs could transform California from the state with the highest rate of school shootings in the country to an exemplary model for other states to follow in tackling the school shooting crisis.

The Prevention of Anxiety and Depression in Early Childhood.

Recent statistics suggest that anxiety and depressive symptoms and disorders can occur earlier in life than previously thought, and appear to be on the increase. The burden that is associated with internalizing symptoms is large, with children’s social, emotional, and cognitive development negatively impacted. Research suggests that early intervention and prevention is vital for adaptive development, and this review set out to explore the literature regarding social-emotional learning programs for children of preschool age that aim to prevent and reduce symptoms of anxiety and depression. The review focused on interventions that could be delivered universally in the school context to children aged 4–6 years or their parents. Only six programs were identified that met these criteria. The results of this review suggest that intervention and prevention efforts in early childhood are needed and can be effective in terms of reducing the burden associated with internalizing symptoms in childhood, at least in the short term. This appears to be the case particularly when parents are actively involved in the intervention, too. However, more rigorous research is needed that involves larger randomized controlled trials with multiple reporters and consistent administration of assessments across the samples.

Twice as Nice? Sustained Exposure to a Universal Social–Emotional Learning Program Across Multiple Grades

Although universal social–emotional learning programs are increasingly implemented across the USA, few studies have examined the effects of sustained exposure to the same program across multiple grade levels. As such, the goal of this study was to isolate the effects of sustained exposure to a universal social–emotional learning program (Elliott & Gresham, Social skills improvement system: classwide intervention program [SSIS-CIP]. NCS Pearson, Bloomington, MN, 2007), on elementary students’ social, behavioral, and academic outcomes. Compared to students who experienced the SSIS-CIP in second grade only (N = 218), students exposed to the SSIS-CIP in first and second grade (N = 181) showed further gains in several social skill domain areas as well as academic engagement at the end of second grade. Interactions, however, indicated that some effects were potentially moderated by student or class-level skills at the beginning of second grade. Future research considerations and practical implications for universal social–emotional learning programming are discussed.

Teaching Explicit Social-Emotional Skills With Contextual Supports for Students With Intensive Intervention Needs

Social-cognitive and emotional factors as well as behavior problems contribute to the social difficulties experienced by many students with or at high risk for emotional and behavioral disorders (EBDs). The way that teachers and peers treat and respond to these students can either mitigate or exacerbate their challenges in establishing and maintaining positive social relationships and adjusting adaptively to the school context. Managing behavior alone does not address the self-regulatory skills deficits that contribute to social maladjustment, nor does it create socializing contexts that can support self-regulatory skill development. This article reviews research on neurodevelopmental processes and contextual constraints that contribute to the social-emotional difficulties of students with or at high risk for EBD. Implications for intervention design are explored, with a focus on the need for more consistent use of tiered social-emotional learning programs in schools to promote the self-regulation skills and social competence of vulnerable students with or at risk of EBDs. The authors also highlight the need for future research to enhance capacity to support tiered systems of intervention in schools and tailor them effectively to meet the varied needs of these students.

Me and My New World: Effects of a School Based Social-Emotional Learning Program for Adolescents in Panama

Gender inequalities still affect the health and well-being of young people worldwide. Given the apprehensions among government and educators in a conservative context like Panama to implement comprehensive sexual education, there is a need for other educational efforts to stimulate healthy and respectful intimate relationships between adolescents. This article examines to what extent a newly developed Social-Emotional Learning (SEL) program, Me and My New World, provides a context in which students can learn to recognize and manage emotions, to care about others and themselves, make responsible decisions, develop social awareness. The program could additionally facilitate behavioral changes of young people towards more gender equality. Specifically, we focused on equal gender roles, equal rights in relationships and nonviolent problem solving, and present the qualitative effect evaluation among adolescents in Panama. The findings suggest that SEL-based lessons might broaden views on how young people experience the process of exploring identity formation, how assumptions of inequalities can be recreated through the lessons, and that SEL can emphasize the significance of choice and decision-making in interpersonal relationships. The perspectives, needs, and limitations highlighted by the adolescents living in a conservative context are highly valuable for improving future learning strategies for the development of healthier relationships.

A new approach to gratitude interventions in high schools that supports student wellbeing

ABSTRACT Adolescents face unprecedented wellbeing challenges, compared to previous generations, and many schools are underprepared to meet these needs. Social emotional learning (SEL) programs help, but could better support moral development. Here we propose a modern approach to gratitude interventions (GI) in schools that addresses critical limitations and provides preliminary results of effectiveness. The GI combines a psychoeducational top-down technique with a bottom-up social-media-app modality that supports the autonomous practice of interpersonal and general gratitude. Compared to students in waitlist/control classes, students in GI classes demonstrated improved outcomes in trait gratitude, mental health, and personal/social wellbeing after 6 weeks. Students’ use of the app also demonstrated more grateful personality behaviors and personal engagement. Lastly, we examined the importance of interpersonal gratitude in general and found that expressing thanks contributed to improvements in SEL competencies among waitlist/control students 6 weeks later. Implications for improving character/SEL programs through school GIs are discussed.

Effectiveness of Mindfulness-Based Social-Emotional Learning Program CARE for Teachers Within Croatian Context

The initial results of mindfulness-based interventions (MBIs) designed for teachers have shown promise for promoting teachers’ social and emotional competencies, their health, and well-being. The present study examined the effectiveness of CARE for Teachers program outside the USA in the country of Croatia, Europe, through self-report assessment and collection of physiological data. The sample included 54 teachers and other school personnel from public schools of which 25 were involved in the CARE for Teachers training. Participants completed a battery of self-report measures to assess mindfulness, burnout, self-compassion, and compassion. Non-ambulatory blood pressure and heart rate monitoring was also conducted. At the post-test, intervention had significant positive effects on self-compassion (d = .35, p = .043), and two of its subscales, common humanity (d = .49, p = .043) and mindfulness (d = .66, p = .043). There were no significant effects at post-test on other self-report measures. At the follow-up, participants reported significantly higher levels of observing, self-compassion (self-kindness, common humanity, and mindfulness), and compassion, and significantly lower levels of over-identification and disengagement than those in the control group, with medium-to-large effect sizes ranging from 0.50 to 0.73. There were no effects of the intervention at follow-up on burnout measures. Regarding cardiovascular measures, at post-test, CARE participants showed significantly lower average heart rates (d = − .60, p = .020) than those in the control group. However, we found no significant intervention impacts on the blood pressure measures at post. The intervention impact showed no effect on the cardiovascular measures at follow-up. The introduction of the mindfulness-based intervention to a group of educators in Croatia had positive impacts on several indicators of their well-being and cardiovascular health.

The Acceptability and Feasibility of a Preschool Intervention Targeting Motor, Social, and Emotional Development.

Background: Children and youth are facing three major challenges: (1) poor mental health, (2) physical inactivity, and (3) lack of school readiness. Fundamental movement skills (FMS) and social–emotional learning (SEL) are two developmental domains that are associated with each of these challenges. Currently, there is little focus on interventions that target both FMS and SEL. Thus, the purposes of this study were to: (1) examine the acceptability and feasibility of an FMS and SEL program (Move 2 Smile) and (2) assess the impact of Move 2 Smile on FMS and SEL in children.Methods: An exploratory, pilot study using a within-subjects design was conducted. Descriptive statistics were computed to assess the acceptability and feasibility of the Move 2 Smile program. Changes in FMS and SEL were analyzed using a paired sample t-test. A focus group was conducted with parents to gain feedback after the program ended.Results: Eleven children (four girls; Mage = 50.56 months, SD = 8.63) participated, with families attending 80% of the sessions. The children and parents rated the enjoyment of the program 4.1/5 and 4.7/5, respectively. The instructor rated the children's perceived enjoyment 4.6/5 and feasibility of the sessions 4.7/5. Parents engaged in the FMS take-home activities once per week and the SEL activities three times per week. The intervention had a non-significant small to medium effect on FMS (dz = 0.42, p = 0.19), a significant large effect on social skills (dz = 1.38, p = 0.001) and emotion expressiveness (dz = 0.79, p = 0.03), and a non-significant small to medium effect on emotion knowledge (dz = 0.58, p = 0.10) and emotion regulation (dz = 0.44, p = 0.17). The results from the focus group suggest that parents and children enjoyed the program and that the program was useful and effective at impacting FMS and SEL.Conclusions: This intervention is one of the first to intentionally target both FMS and SEL. Children, parents, and instructors deemed this program as acceptable and feasible. These preliminary findings warrant future evaluations of Move 2 Smile, including a randomized controlled trial.

Can FRIENDS for Life social-emotional learning programme be used for preventing anxiety and aggression in a school environment: 6 months, 1-year and 1-and-a-half-year follow-up

ABSTRACT FRIENDS for Life is an anxiety prevention programme that integrates cognitive behavioural approach with social and emotional learning. The current study examines the effects of the FRIENDS for Life programme in a school environment, with outcomes focusing on anxiety and aggression. The theoretical basis for the joint prevention and intervention of anxiety and aggression is based on their frequent simultaneous occurrence. Four classes of 4th-grade students (N = 85) were randomly assigned two to intervention and two to a no-treatment control group in a randomized control study. We measured the total anxiety and components of anxiety and the total of aggression and components of aggression with AN – UD and AG-UD aggression scale at pre-, post-, half-year, one-year and one-year-and a half follow-up. The results were inconclusive with regard to the effectiveness of the programme. However, there is some indication of possible effects on the reduction of anxiety and aggression in the boys’ sub-sample. This was also the sub-sample that showed higher levels of anxiety and aggression at baseline, suggesting possible difference in the effectiveness of the programme. Proposals are made to replicate the study in a larger format.

4481 Better Together Harrisburg: Community-Driven Research Day

4481 Better Together Harrisburg: Community-Driven Research Day

I can succeed, a new social emotional learning program for children based on interpersonal psychotherapy for adolescents

ABSTRACT I Can Succeed-Elementary School (ICS-ES) is the first social-emotional learning (SEL) program based on interpersonal psychotherapy for adolescents (IPT-A). We hypothesized that fourth graders participating in ICS-ES over two school years would show improvements in interpersonal/social, emotional, and academic functioning. 419 fourth-grade students (204 girls and 215 boys, ages 9-10) were non-randomly assigned either to participating in ICS-ES (n=283) or to not participating in any SEL programs, i.e. treatment as usual (TAU; n=136). At the end of the second year, analyses showed significant improvement in assertiveness and significant reductions in internalizing symptoms and bullying among the ICS-ES group. The groups did not differ in cooperation, responsibility, hyperactivity, empathy, self-control, and externalizing symptoms. In addition, academic achievements in their first language (Hebrew) significantly improved only among ICS-ES students, while there were no changes in their second language (English) achievements. In contrast, TAU students showed a decrease in their second-language achievements. There were no differences between the groups in mathematics achievements. Teachers reported overall high satisfaction with the training and implementation. These results suggest that ICS-ES is a feasible and promising program for reducing internalizing symptoms and enhancing interpersonal skills and specific areas of academic functioning.

I Can Succeed for Preschools: A Randomized Control Trial of a New Social-emotional Learning Program

ABSTRACT The current randomized control trial evaluated the effectiveness of a new social–emotional learning (SEL) program, I Can Succeed for Preschools (ICS–PS). ICS–PS aims to improve preschoolers’ social/interpersonal, emotional, and academic skills in an integrative way, focusing on children’s core executive functions (EFs). The various components of the program are delivered sequentially throughout the school year via stories, physical activity, games, and role–playing. Six preschools were randomly assigned to either intervention (N = 49, mean age 66.37 months, 39% boys and 61% girls) or treatment as usual (TAU; N = 43, mean age 64.28 months, 56% boys and 44% girls). ICS–PS was delivered from November 2016 until May 2017. EF, emotional competence, social skills, behavior problems, and academic functioning were measured before and after the intervention. Research Findings: Only children in the intervention group significantly improved in their EFs, receptive emotion knowledge, and emergent literacy, as well as in reducing internalizing problems. No change was found in social skills, indicating the need for more direct and explicit social skills training throughout the year. Practice or Policy: These results, along with high treatment fidelity and program satisfaction, suggest that ICS–PS is a feasible and effective program for preschoolers. The research highlights the importance of prevention in early childhood.

Examining the Preliminary Effects of a Summer Social Emotional Learning Program for Young Children

This quasi-experimental pilot study examined the use of the Preschool Promoting Alternative Thinking Strategies (PATHS) curriculum during the summer prior to kindergarten entry for preschool-age children. The purpose of the study was to examine if participation in the summer Preschool PATHS curriculum would lead to increased levels of social–emotional competence for the participating children, particularly as they prepared to transition into formal school settings. Preliminary results of pilot data indicate positive outcomes for preschool-age children participating in the intervention. These preliminary results suggest that the Preschool PATHS curriculum could potentially be delivered immediately prior to school enter with the potential for promoting competencies and strengths to put young children on a path toward a positive trajectory as they start school. Limitations of the study are discussed as well as practical implications and future research needs.

Collaboration, critique, diversity

Collaboration, critique, diversity

Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs

Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed “essential” in almost every corner of the social services sector.

Issue 43: Possibilities and Problems in Trauma-Based and Social Emotional Learning Programs

Social, emotional, and affective experiences are impossible to separate from thinking, doing, and being in the world. Increasingly, schools and community-based organizations are recognizing this truth through the adoption of programs that focus on the emotional lives of children and youth, especially when emotions are fraught, and lives have been difficult. Programs such as social emotional learning (SEL) frameworks and trauma-informed practices (TIP) are not only popular, they are deemed “essential” in almost every corner of the social services sector.