Social Emotional Learning Programs Research Articles

Humanistic Mindfulness: A Bridge Between Traditional and Modern Mindfulness in Schools

Mindfulness, which originated in the Buddhist tradition, has become popular in the West and has been integrated into schools. During this migration from a particular-traditional-religious context into a universal-modern-secular one, mindfulness has shed key ethical values and became a “science of happiness.” In addition, in the West it has taken on diverse interpretations, such that the original concept has become unclear. Thus, it is important to understand mindfulness in its original form before its implementation in schools. The gap between West and East can be bridged by incorporating important elements from traditional Buddhism—meditation, wisdom, and moral virtues, into Western mindfulness. Humanistic education already has similar elements incorporated into it and Social-Emotional Learning (SEL) programs have the potential to be the practical tool through which this holistic concept of mindfulness may be applied. In this manner, mindfulness in schools will be even more compatible with educational goals.

A Meta-Analysis on the Social-Emotional Learning (SEL) Programs in South Korea

A Meta-Analysis on the Social-Emotional Learning (SEL) Programs in South Korea

Integrating mental health and social emotional learning into secondary curriculum

The capability to acquire knowledge on all levels improves among students when they can ably manage and handle their social as well as emotional aspects of their lives. Therefore, SEL (Teaching Social / Emotional Learning), should be an integral part of secondary education which will increase student’s academic performance and at the same time passively groom them to face the challenges which will keep posing them lifelong and give them a scope of learning more in the volatile world environment. The previous literature reviews advocate that there is a consistent general improvement in student behaviour and learning wherever established SEL programs is implemented. Furthermore, regular sessions of compassion for members of the society which are important element of SEL when combined into education at secondary level, a marked decrease of violence and absenteeism rates is observed, at the same time it improves student relations, focus and academic education. Therefore, teacher credential programs are recommended.

Teachers' perceptions of social and emotional learning competencies in the schools of the second episode of basic education in Oman

The research aims to identify the degree to which teachers possess social and emotional learning competencies in the schools of the second cycle of basic education in the Sultanate of Oman after the Corona pandemic, and the researchers used the descriptive approach. (5) Competencies, and (46) indicators: (self-awareness - self-management - social awareness - relationship skills - responsible decision-making). The research sample consisted of (380) male and female teachers in the second-cycle schools in the governorates of North and South Al Batinah, North Al Sharqiya, and Dhofar. The results of the research showed that the total degree of teachers’ possession of social and emotional learning competencies was to a large degree, with an arithmetic average (2.95), and a percentage (74%), The degree of possession of each competency (5) was also significant, and there are statistically significant differences in the degree to which teachers possess social and emotional learning competencies on the efficiency of social awareness in favor of female teachers, while there are no statistically significant differences in the degree to which teachers possess social learning competencies. In addition, emotional due to the variable age. The research recommended that the Ministry of Education adopt training courses, workshops, and lectures on social-emotional learning programs for teachers.

From freedom dreams to realities: Adopting Transformative Abolitionist Social Emotional Learning (TASEL) in schools

ABSTRACT Schools are adopting social emotional learning (SEL) programs, intending to provide students with intrapersonal and interpersonal skills to better prepare them for life. Transformative SEL is designed to promote the building of relationships between diverse students and educators to build more just schools and society. Because SEL models are heavily adopted, this paper addresses the inequities present within them. That is, traditional and transformative SEL fail BIPOC: Traditional SEL perpetuates the status quo by further marginalizing BIPOC and transformative SEL is too conceptual for successful adoption in PreK-12 schools. This article provides a brief discussion of traditional SEL, transformative SEL, and abolitionist teaching frameworks, then highlights educational practitioner narratives that discuss SEL adoptions that have proven harmful. We assert that we must (re)imagine and formulate a transformative SEL based on abolitionist teaching structures, which requires fully engaging the voices of our educators by presenting Transformative Abolitionist Social Emotional Learning (TASEL) framework, a practitioner-friendly SEL alternative framed by the tenets of equity and justice.

Enhancing “Health-Promoting Schools” through Implementing Mental Health Program

BACKGROUND: The implementation of social and emotional learning program Social Emotional Learning (SEL) program is considered to be a low cost, simple method, and efficient intervention that shows a promise in promoting students’ mental health (MH). AIM: We aimed to enhance “The Health-Promoting Schools” initiative through the implementation of a MH promotion program. METHODS: The study is a school-based non-randomized controlled trial, in purposively selected schools. It included 460 students with a mean age of 11 (± 0.7) years old, all are boys, and were divided into two groups; intervention group (n = 230) and control group (n = 230). The ten components of the health-promoting school were assessed in the intervention school using the CDC tool “The School Health Index,” which enables the school team to identify the strengths and weaknesses of their school’s policies and programs. As a result, a tailored SEL program was developed fitting the Egyptian culture and students’ needs, along with the recommendations and trends. RESULTS: The baseline assessment results for the intervention school were in the medium range percentages (20–80%). The social and emotional part had not been a major concern given for our students. The students who participated in the SEL program evidenced significant improvements in grit, growth mindset, self-management, social awareness, and school safety compared to the control group. According to the teachers’ perception scale, 70% of the teachers reported that the learning strategies of students have been improved. CONCLUSION: The findings suggest that a relatively simple-to-administer SEL curriculum added to the regular school curriculum for a period of only 2–3 months can yield promising results as regard to positive behavioral and cognitive changes in students.

Effects of an SEL Program in a Diverse Population of Low Achieving Secondary Education Students

Adolescents’ social-emotional skills are associated with positive outcomes in psychosocial health and success in education and work. In this study, we examined the effectiveness of Skills4Life, a Social Emotional Learning program for preparatory vocational secondary education aimed at enhancing self-awareness, social awareness, self-management, relationship skills, and responsible decision making. Low-achieving students with additional educational needs participated in a quasi-experimental study, with an intervention (N = 465) and a control group (N = 274). We assessed the outcomes on social-emotional skills and psychosocial health using self-report questionnaires at pre-test (T0), after finishing the basic module (T1), and after finishing the internship module (T2). Multi-level regression analyses indicated no overall effects on the outcomes at T1 and T2. After completing the entire program at T2, students from non-western backgrounds had significantly unfavorable lower scores on social awareness and relationship skills. Positive effects were found on self-management and preparation for internships in students taught by experienced professional trainers compared to students taught by regular classroom teachers at T2. Alterations in the socio-cultural approach of the Skills4Life program and teacher training are needed to support all students in developing the social-emotional skills that they need for success at school and the workplace.

RULER: A Social Emotional Learning Program’s Impact on School Climate

An urban public school system in the northeastern United States implemented the RULER Program, an evidence-based social emotional learning program, into schools in 2014. This case study investigates the impact of the RULER Program on school climate at one pre-K-8 school within that larger urban system. The study sought to determine if there are statistically significant changes in student suspensions, attendance, and academic achievement at that school since the initial implementation of the RULER Program by performing 2-proportion z tests. This study also sought to determine faculty and staff perceptions of school climate at the subject school by performing a descriptive analysis of survey data and coding interview and observation data for themes. The quantitative and qualitative data merge to provide a comprehensive explanation of the impact of a school wide social emotional learning program on school climate.

Social Emotional Learning (sel) Program Among Fifth graders, Three and Six Months Later

This study carried out a follow-up three and six months after the application of a Social Emotional Learning (SEL) program, aiming to verify the maintenance of social skills in Elementary Education students in situations of social vulnerability from Rio de Janeiro, Brazil. A sample of the intervention and control groups composed of 20 students aged 10 to 13 (M = 10.3, SD = 0.8), boys and girls were selected. The SSRS (Social Skill Rating System) and the TDE (School Achievement Test) used in the intervention for teachers and students were reapplied. The results showed that the decrease in psychopathological symptoms and the improvements in academic performance were maintained after the intervention. These findings highlight the relevance of developing social emotional learning programs with elementary school students. How to cite this article: Souza, M.S., Soares, A.B., & Freitas, C.P.P. (2021). Social emotional learning (sel) program among fifth graders, three and six months later. Revista Colombiana de Psicologia, 31 (1), 35-48. https://doi.org/10.15446/rcp.v31n1.83042

Implementation of a school-based Social Emotional Learning Program in Panama: Experiences of adolescents, teachers, and parents

This study aims to explore the factors influencing the implementation of the social-emotional learning pilot program Me and My new World, which emphasizes enhancing personal capacities toward equal personal relationships and behaviors of adolescents in Panama. Since the effect assessment of the program showed improved personal capacities of adolescents that might positively influence their personal relationships and well-being, a deeper understanding of the conditions and factors experienced during the implementation is necessary. To this end, qualitative methods were used for data collection: 6 in- depth interviews were carried out with teachers and parents, and 48 students participated in 12 focus group discussions. The study sought to examine completeness and fidelity, as well as exploring possible enhancing and impeding factors during a future diffusion process. The results revealed that the program was highly accepted by students, teachers, and parents. Enhancing factors of the implementation were innovation and local needs, adaptability of lessons and acceptability of the program. Barriers appeared to be the lack of time for lessons during regular curriculum, cultural transferability and organizational setting. The findings are important for improving development and implementation of social-emotional learning programs, especially oriented towards equal personal relationships and better decision making of adolescents.

Acceptability and feasibility of the Heartfulness Way: A social-emotional learning program for school-going adolescents in India.

The interest in life skills education programs in schools is growing. Yet, there is limited evidence on implementation indicators for such programs in low-income countries. We present a qualitative evaluation of the acceptability and feasibility of the Heartfulness Way program-a secondary school-based social-emotional program, based on mindfulness techniques delivered by teachers in India. This qualitative study collected data from 12 schools in four Indian cities, namely, Chennai, Hyderabad, Prayagraj, and Pune. Data collection included focus group discussions with adolescents (n = 24) and teachers (n = 12), semistructured interviews with school principals (n = 12), program delivering teachers (n = 7), and program staff (n = 4). A thematic analysis was performed using NVivo 12. Overall, the mindfulness-based classroom curriculum was strongly supported by participants. Acceptability was determined by positive responses, prosocial behavior, self-acceptance, and supportive bonds, according to students. Several themes of perceived benefits of the program including, improved relationships among peers and between students and teachers were identified. In general, the teachers' interviews indicated that there was a high level of satisfaction with the training and curriculum provided by the program. Teachers were able to provide high coverage (75%-80%) of the program activities, but several potential barriers were also identified, including insufficient training for teachers and the need for direct supervision. The Heartfulness Way program, a social-emotional learning intervention, has shown strong support for acceptance and delivery by school communities. Future studies are needed to examine the effectiveness and cost-effectiveness of this program for improving the health and well-being of school-aged adolescents.

Teachers’ Perspectives and Experiences of Social Emotional Learning in a Secondary School in Qatar

The purpose of this study was to explore teachers’ knowledge and perspectives of social emotional learning (SEL) interventions in a Qatari school’s settings by conducing 10 semi-structured interviews. Social emotional programs are still limited in Qatar and this study is one of the first studies that explored how teachers perceive SEL programs and what impact that they noticed on their students after SEL intervention. The results of the conventional content analysis yielded three main themes; SEL definition as perceived by teachers, SEL importance for students and SEL impact on social relations, academic performance and social behaviours. The study’s findings offer a broader view of the primary teachers' views of social-emotional learning in the Qatari context. learning and effective practices that lead to the achievement of better outcomes within the Arabic and Qatari context. The results of this study are discussed in relation to the social context and the importance of teachers’ perceptions as facilitators of SEL interventions in schools’ settings. Keywords: Social emotional learning (SEL), Teachers’ perspectives, positive school environment DOI: 10.7176/JEP/12-36-01 Publication date: December 31 st 2021

“I Thought It Was My Fault Just for Being Born”. A Review of an SEL Programme for Teenage Victims of Domestic Violence

Research has established the life-altering effects of living with domestic violence on young people. Traumatic experiences negatively impact their education, leisure activities, and social-emotional learning (SEL). The secrecy concerning domestic violence means young people suffer self-blame, shame, fear of disclosure and family separation. The researcher designed a 12-week multimedia programme, ‘up2talk’, to enhance the communications skills and emotional literacy of the participants. Parents and teenagers were fully informed of the aims and previously attended the family service hosting the programme. Domestic violence was identified as a core issue, without the expectation of personal disclosure. This approach enabled young people to voice and explore the effects of domestic violence on their lives. Participants developed the elements of the programme and a family worker co-facilitated the groups. The third-party approaches: ‘how would a teenager feel?’, artistic expression, assertiveness, debates and videoing drama increased SEL and generated discussion, while protecting privacy. Parents provided two interviews concerning their children, and teenagers provided three individual interviews and ongoing group reviews. A thematic analysis showed a reduction in shame and self-blame, enhanced self-esteem and self-efficacy, increased engagement in education and recreation and improved family relationships. Themes were triangulated by facilitators’ observations, interview data, artefacts, group reviews and parental feedback. All families were offered follow-up support. The effectiveness of the interactive group indicates opportunities for its development in educational and youth settings.

A Social-Emotional Learning Program for Suicide Prevention through Animal-Assisted Intervention.

Simple SummaryYouth suicide is a global public health problem. According to data from the World Health Organization (WHO), suicide is the fourth leading cause of death in the age group between 15 and 29 years, after injuries due to traffic accidents, tuberculosis, and interpersonal violence. For this reason, the reduction of mortality by suicide is one of the WHO’s priority objectives. Here we describe a pilot study evaluating the OverCome-AAI program, a pioneering animal-assisted intervention for preventing suicidal behavior. After the intervention, the young people showed reductions in suicidal behavior and non-suicidal self-harm, as well as a greater predisposition to seek help. Mental pain was less intense, although no changes in symptoms of hopelessness or depression were found. The results of this pilot study suggest that the inclusion of specially prepared and trained animals can promote socio-emotional learning for preventing suicidal behavior in high-risk populations.The aim of the study was to carry out a pilot implementation and evaluation of the OverCome-AAI program, a pioneering program for the prevention of suicidal behavior through animal-assisted interventions for young people with high risk factors for suicidal behavior. The study sample consisted of 30 adolescents (11 boys and 19 girls) aged between 14 and 17 years (Mean age = 15.50, SD = 1.60) from the Basque Country (Northern Spain). After the intervention, subjects presented reductions in suicidal ideation, suicide plans, and non-suicidal self-harm, as well as a greater predisposition to seek help. A reduction in the intensity of mental pain was also found, although no differences were observed in indicators of hopelessness and depression. The preliminary results obtained in this pilot study suggest that the OverCome-AAI program may be effective in reducing suicidal behavior and non-suicidal self-harm in young people in residential care who present high risk factors for suicide.

The Effects of a Culturally Adapted Program on ELL Students’ Core SEL Competencies as Measured by a Modified Version of the BERS-2

Culturally and linguistically diverse (CLD) students face more complex social-emotional and socio-cultural challenges than their mainstream peers as part of their development and socialization in U.S. schools. Social-Emotional Learning (SEL) has been found to be beneficial in the academic and social success of all students; however, limited research has been conducted on the effects of SEL interventions on CLD populations’ core SEL competencies. With the unique needs of English Language Learners (ELLs) in mind, this study analyzes existing intervention data to evaluate the effects of a culturally adapted SEL program on participants’ five core SEL competencies (i.e. relationship skills, self-awareness, responsible decision making, social awareness, and self-management). Results indicate that the intervention was effective at improving participants’ self-awareness and relationship skills. Implications for measuring each core SEL competency instead of global constructs such as resiliency for all populations, including CLD students, are discussed.

Development of Black to Success: A Culturally Enriched Social Skills Program for Black Adolescent Males

Within schools across the nation, disproportionality in school discipline policies and practices continues to impact many racially and ethnically minoritized (REM) students. To combat the detrimental implications of discipline disproportionality, systemic changes to policies, practices, and accountability for teachers and school staff are required. Additionally, more culturally responsive social–emotional learning programs and interventions intended for Black males are needed to teach and promote culturally relevant prosocial behaviors. The current study sought to collect evidence from leading experts regarding the cultural validity of a culturally enriched social skills program for Black male adolescents titled Black to Success (B2S). Feedback from experts was integrated into the B2S curriculum to foster effectiveness and appropriateness for Black male participants. Results suggest that experts agreed or strongly agreed that the ten social skills and instructional strategies within B2S were important and culturally relevant, and included activities that promote positive racial/ethnic identity development of Black adolescent males.Impact Statement Feedback from school psychologist with expertise in social skills, racial/ethnic identity development, and culturally responsive adaptations to interventions for Black male adolescents enabled modifications to improve the cultural relevance and effectiveness of a culturally enriched social skills program for Black male adolescents. Such interventions are needed for Black adolescent males to promote culturally appropriate prosocial behavior and help Black males navigate the systemic barriers such as discipline disproportionality found within schools. Impact Statement Feedback from school psychologist with expertise in social skills, racial/ethnic identity development, and culturally responsive adaptations to interventions for Black male adolescents enabled modifications to improve the cultural relevance and effectiveness of a culturally enriched social skills program for Black male adolescents. Such interventions are needed for Black adolescent males to promote culturally appropriate prosocial behavior and help Black males navigate the systemic barriers such as discipline disproportionality found within schools.

Training Early Childhood Teachers to Support Children's Social and Emotional Learning: A Preliminary Evaluation of Roundies Program.

(1) Background: Implementing social-emotional learning (SEL) programs in Early Childhood Education (ECE) settings is a promising approach that can strengthen overall development and well-being during childhood and into adolescence and adulthood. This study described the development, implementation, and preliminary evaluation of a universal SEL program, i.e., Roundies, in the Finnish ECE context to address the need for professional development opportunities. (2) Methods: The Roundies program was a quasi-experimental pre-test/post-test with intervention and control design. A total of 194 children were assigned to either the intervention group (n = 136) or control group (n = 58) (MAGE = 60.35 months at pre-test; 48% boys). Teachers rated the children’s behaviors using the Strength and Difficulties Questionnaire (SDQ) at the pre-and post-test. (3) Results: Feedback collected by teachers on the program suggested that teachers were highly satisfied with the overall program and the components. Multilevel models showed significantly increased prosocial behaviors and reduced SDQ total difficulties in the intervention group compared to the control group. (4) Conclusions: These preliminary findings provide evidence of the effectiveness of the Roundies program in improving teachers’ capacity to support early SEL.

Pilot Wellness Program With Adapted Social-Emotional Learning and COVID-19 Curriculum for Refugee Youth.

Refugee children are less likely than their non-refugee peers to receive timely diagnoses and treatment for mental and/or behavioral health problems, despite facing multiple risk factors including potential exposure to trauma during premigration, migration, and postmigration experiences. Social-Emotional Learning offers preventive mental health education for children through well-established, evidenced-based curricula. Although there are clear benefits of Social-Emotional Learning curricula, which can help children achieve long-term success emotionally and academically, Social-Emotional Learning curricula are not easily accessible for refugee children, often because of language and socioeconomic barriers. In this pilot study, we evaluated the feasibility and acceptability of an adapted Social-Emotional Learning program that included culturally specific, multilingual, trauma-informed wellness, and physical education during the COVID-19 pandemic: EMPOWER (Emotions Program Outside the Clinic With Wellness Education for Refugees). We used the Intervention Mapping framework which guided the (1) planning, (2) program development, and (3) mixed-method evaluation of the feasibility and acceptability of the EMPOWER pilot. We found that this adaptation was well-received by Afghan refugee families and that COVID-19 safety measures were well-understood after participation. Challenges emerged around videoconferencing connectivity and around finding a common language for discussing emotions. Future iterations of the program and evaluations will require continued partnerships with community members and organizations. As we continue and expand EMPOWER, we aim to evaluate short-term improvement in Social-Emotional Learning competence as well as long-term mental and behavioral health outcomes for children and their families.

Improving School Readiness for a Social Emotional Learning Curriculum: Case Study of a School-Mental Health Agency Partnership

ABSTRACT This case study examined the first two years of adult preparation or “readiness” for an elementary school’s adoption and implementation of a trauma-informed, social emotional learning (SEL) universal curriculum. SEL programming served as a key lever for improving the academic growth and achievement of students over a 3-year period. The primary objective of the current study was to identify the process used to increase the school’s capacity for implementing and sustaining an SEL program. Study 1 examined the utility of a needs assessment conducted in year 1 as a measure of school readiness, which included a leadership questionnaire, observations of school/classroom climate, and focus groups with school community leaders and teachers. Results informed school strengths and key areas for improving capacity to support an SEL program, including indicators of positive climate, expertise-building among teachers and staff, aligning resources and disciplinary policies, and identifying SEL standards. This information guided the types of professional development implemented in year 2. Using artifact review and focus groups, study 2 examined whether the year 2 professional development assisted in improving the targeted school capacities. Most areas indicated improvement, and the changes are likely critical first steps for effectively implementing and sustaining an SEL program.

The role of teachers' commitment to implement in delivering evidence-based social-emotional learning programs

Although there are reasons to believe that teachers' commitment to learn and enact an evidence-based program (i.e., their commitment to implement) predicts their implementation fidelity, there is surprisingly little quantitative research testing this relationship. Using a national large-scale evaluation of three preschool social-emotional interventions, this study investigated how strongly teachers' commitment predicted implementation fidelity and whether commitment was a meaningful predictor of fidelity as compared to other individual factors (i.e., teacher stress at baseline) and contextual factors (i.e., collegial supports, classroom behavioral problems, and classroom quality at baseline). We surveyed 230 preschool teachers in their first year of implementing the interventions; data sources include surveys from teachers and 52 intervention coaches as well as classroom observational data. We found that teachers' baseline commitment consistently predicted implementation fidelity across time and that commitment predicted unique variation in fidelity after accounting for other individual and contextual factors. In addition, implementation fidelity had a moderate positive relationship with teachers' baseline classroom quality and a small negative association with baseline classroom behavior problems. Findings are discussed with respect to implementation science in education.