Where social-emotional learning meets culture

Perceptions, challenges and opportunities of system-level social emotional learning interventions in India

Teacher readiness for generative AI: A Theory of Planned Behaviour approach

Acceptance of a short-term social emotional learning intervention in middle school students

An experimental study exploring human–AI complementarity in early social-emotional learning

An artificial intelligence approach to support adolescent suicide prevention initiatives in the United States.

Despite extensive research on Social-Emotional Learning (SEL) and constructivist pedagogies, no systematic review has comprehensively integrated evidence on how constructivist group activities—specifically Activity-Based Learning (ABL), Problem-Based Learning (PBL), and Inquiry-Based Learning (IBL)—promote the five core SEL competencies in primary education. This review fills this critical gap b y synthesizing evidence from 56 studies to map the current landscape of constructivist group activities for promoting SEL within primary education. Grounded in a social constructivist framework that integrates classic theories (Vygotsky, Bandura) with contemporary technological and cross-cultural perspectives, the analysis reveals a predominant focus on ABL, which accounts for 56.60 % of pedagogical approaches and demonstrates strong efficacy in fostering Social Awareness and Self-Awareness. In contrast, PBL and IBL remain significantly underrepresented (5.66 % and 3.77 %, respectively), indicating untapped potential for developing competencies like Responsible Decision-Making. The review further identifies critical imbalances: while Social Awareness and Relationship Skills are emphasized in 73.21 % of studies, Self-Management skills receive notably less attention (44.64 %), highlighting a gap in nurturing individual autonomy within collaborative settings. Skill-oriented activities overwhelmingly dominate (75 %) over those integrated with academic content, underscoring a persistent disconnect between SEL instruction and curricular goals. Methodologically, the field relies heavily on quantitative designs (62.50 %), with mixed-methods approaches severely lacking (3.57 %), limiting insights into socio-emotional processes. By systematically bridging cognitive and socio-emotional dimensions through pedagogical segmentation and competency deconstruction, this review advances beyond prior meta-analyses (e.g., Durlak et al., 2011) to offer a precise roadmap for designing balanced, culturally responsive SEL practices. It calls for future research to prioritize hybrid methods, longitudinal studies, and teacher-supported implementation to foster equitable, holistic development in elementary education. • This systematic review analyzes 56 studies on constructivist group activities for SEL in primary schools. • Activity-Based Learning is the most prevalent approach, emphasizing social and self-awareness. • A lack of integration between SEL and academic content reveals a disconnect in primary education. • Skill-oriented activities foster comprehensive SEL development. • Future research should focus on hybrid learning methods and longitudinal, mixed-method studies.

ABSTRACTBackgroundThis quality improvement project examined student engagement in a Social–Emotional Learning (SEL) program, analyzing how individual differences such as grade level, gender, and race/ethnicity impacted learning and motivation to use SEL skills.MethodPost‐program surveys were collected from 981 middle and high school students. Three hierarchical regression models were used to analyze associations between engagement and outcomes: SEL knowledge learned, readiness to use skills, and intention to use skills.ResultsHigher engagement was significantly associated with knowledge learned in SEL skills, readiness and intention to use these skills across most groups. Gender‐diverse students reported lower knowledge or intention than women. Racial/ethnic minority groups reported greater knowledge gains and higher motivation than white students.Implications for School Health Policy, Practice, and EquityContinuous quality improvement of SEL curricula that consider students' engagement, developmental stages, and identities may enhance more equitable learning and participation.ConclusionsEngagement plays an important role in SEL learning and motivation, highlighting the value of developmentally informed approaches that are accessible and relevant to all learners.

Integrated Childhood Activity And Nutrition (ICAN) study: Protocol for a randomized controlled trial to prevent summer learning loss and promote child health.

Abstract Grounded in Bandura's Social Cognitive Theory, this study examines the interrelationships among pre‐service teachers' attitudes toward inclusion, Social and Emotional Learning (SEL), and perceived teaching self‐efficacy. Specifically, it explores (a) the association between inclusion‐related attitudes and self‐efficacy, (b) the relationship of key SEL dimensions—comfort, commitment, and perceived school culture—with inclusion attitudes and self‐efficacy, and (c) the mediating role of SEL. A cross‐sectional quantitative design was employed with 311 pre‐service teachers from the University of Thessaly, Greece, who completed standardized measures assessing inclusion beliefs, SEL, and self‐efficacy. Results indicated that positive attitudes toward inclusion were significantly associated with higher self‐efficacy. Importantly, comfort with teaching SEL fully mediated this relationship. These findings highlight the need to systematically integrate SEL training into teacher education programs, as it enhances future educators' confidence in inclusive practices. Implications are discussed for teacher preparation and education policy aiming to promote equity, inclusive pedagogy, and evidence‐based strategies in diverse classrooms.

ABSTRACT Global educational reforms increasingly promote social-emotional learning and student autonomy, yet many primary teachers work in highly centralized systems with rigid curricula and limited teaching time. This qualitative study examines how Greek primary teachers manage this tension in their everyday classroom practice. Drawing on semi-structured interviews with 20 teachers, we explore their perceptions of classroom management, the challenges they encounter, and the strategies they develop. Thematic analysis reveals a persistent ‘double bind’: teachers must respond to behavioural and learning heterogeneity while complying with demanding curriculum pacing. To cope, they construct a pragmatic hybrid repertoire that combines clear rules and traditional authority with differentiated, relationship-based, and socio-emotional practices, and they treat home – school collaboration as an indispensable resource rather than an optional add-on. The study concludes with implications for teacher education and professional development in centralized systems, highlighting the need to prepare teachers for navigating competing expectations in complex classrooms.

ABSTRACT Social-emotional learning plays a critical role in a child’s development and is an integral part of school education. Understanding how early childhood educators use social-emotional strategies to support the social-emotional needs of young children with and without disabilities might largely enhance the overall success and well-being of these young learners. However, little is known about early childhood educators’ perspectives and experiences of using social-emotional support strategies within the classroom. This qualitative study explored 10 early childhood educators’ perspectives and experiences regarding the use of teaching strategies to support culturally and linguistically diverse (CLD) young children’s social-emotional needs in the United States. Data were collected from virtual interviews. Results indicated the challenges and benefits of using social-emotional support strategies for young children with disabilities from CLD backgrounds exhibiting challenging behaviors, and the need for more professional training and support from various early childhood stakeholders. Implications for future research and practices are discussed.

The sport education model (SEM) is one of the most extensively studied curriculum models in physical education. The five core social–emotional learning (SEL) competencies are fundamental to students’ holistic development. The current systematic review with meta-analysis sought to map the connections between empirical research evidence on the SEM and the five competencies of SEL, as well as to investigate the effects of SEM-based interventions on SEL-related learning outcomes. A total of 45 studies met the inclusion criteria. A systematic review highlighted the impact of SEM-based interventions in enhancing five social–emotional competencies. A significant overall effect ( g = 1.18, 95% confidence interval [0.55, 1.80]); z = 3.69, p < .001) was detected. Moderate to large effects on each SEL competency were identified. School level, lesson duration, type of sport, and experimental design could potentially moderate the influence of SEM-based interventions. SEM-based curricula are effective in improving SEL competencies.

Empathy and Social Emotional Learning: Insights from a Whole-School Approach and Implementation Process in German Elementary School

Socio-emotional skills (SES) are essential for students' wellbeing and academic adjustment, and physical activity (PA) has been shown to contribute positively to emotional, social, and cognitive development. Understanding their relationship within school populations becomes highly relevant for educational and health promotion practices. A cross-sectional study was conducted with 874 students aged 10-16 years. SES were assessed according to the OECD framework using the Social and Emotional Skills Survey. PA levels were measured through the physical activity questionnaire for children (PAQ-C) and adolescents (PAQ-A), classifying students as active or non-active. PA showed positive and significant correlations with all SES domains, with varying intensity across domains. Active students obtained higher SES scores across domains, although small differences by gender and educational level were also observed. Differences were more pronounced at lower educational levels and decreased progressively in higher grades. Findings support integrating PA as a strategic component of social-emotional learning initiatives. Schools can play a key role in promoting students' health and wellbeing by incorporating appropriate PA opportunities that strengthen socio-emotional learning (SEL) and contribute to a positive school climate. PA is consistently associated with more favorable socio-emotional profiles. Promoting structured and meaningful PA in school settings may support students' holistic development and enhance their overall wellbeing.

ABSTRACT This study examines how emotional content in picture storybooks shapes the social-emotional environment for young children. Analyzing 191 picture storybooks from a rural Turkish public library, a content analysis identified 27 distinct emotions. Negative emotions such as fear, sadness, and anger dominated, comprising half of all emotional expressions. Nearly half of textual emotions lacked visual representation, potentially limiting children’s emotional recognition. Emotions were also disproportionately attributed to female and child characters, reinforcing gendered scripts. These findings highlight the need for intentional curation to create a balanced, visually supported emotional environment that promotes inclusive social-emotional learning.

BackgroundEmotional and behavioral problems (EBPs) in children significantly influence developmental domains, including interpersonal relationships, academic performance, and life skills.MethodsA cross-sectional study was adopted with purposive sampling. The study includes 120 children aged 6-14years from West Bengal, equally divided into groups with and without EBPs. Standardized tools such as the Pediatric Symptom Checklist (PSC), Child Interpersonal Relationships and Attitudes Assessment (CIRAA), Academic Performance Scale (APS), and Life Skills Assessment Scale (LSAS) were used.ResultsChildren with EBPs significantly scored lower in interpersonal relationships (p = .015) and life skills (p < .001) compared to peers without EBPs. However, they seem to scored slightly better in academic performance (p = .026). Correlation analyses showed a weak but significant relationship between EBPs and interpersonal relationships (r = 0.198, p = .030), a negative correlation with academic performance (r = -0.217, p = .017), and a moderately strong positive correlation with life skills (r = 0.457, p < .001).ConclusionThese EBPs obstruct the development of interpersonal and life skills, while their impact on academics varies with contextual factors. Thus, the study stresses that interventions should provide academic support, social-emotional learning and life skills training in schools and communities.

ABSTRACT The “tiger parent” trope narrows public portrayals of Asian heritage families and obscures their diverse child-rearing practices. Drawing on Asian American Critical Race Theory and Community Cultural Wealth, this ethnographic case study examines how five Korean mothers with recent immigrant backgrounds conceptualize and implement family-based Social-Emotional Learning (SEL) in an emerging immigrant community. Data were collected over six months through semi-structured interviews, informal conversations, and observational field notes. Findings suggest these mothers anchor family-based SEL in moral and communal principles, seeing themselves as primary SEL facilitators at home. They also strive to balance academic success with emotional well-being, mitigating racialized expectations. Their daily SEL practices integrate multiple strategies, yet systemic barriers complicate these efforts, revealing a misalignment between institutional expectations and families’ realities. Recognizing and leveraging these mothers’ cultural assets can help educators design more equitable, culturally sustaining SEL partnerships with families with recent immigrant backgrounds.

ABSTRACT Textbooks are not only pedagogical resources for developing linguistic and socio-emotional competencies but also ideological instruments shaping learners’ social meanings. This study investigates how Arabic language textbooks used in Arab schools in Israel represent social awareness as a core component of Social-Emotional Learning (SEL). Four textbooks from the Al-Arabiyya Lughatuna series (Grades 7–9) were analyzed using content and semiological approaches. SEL serves as an analytical framework for identifying social awareness skills, while critical interpretive analysis explores how these skills are framed within ideological contexts of power, identity, and language. Findings indicate that social awareness skills are present but unevenly represented: interpersonal dimensions are emphasized, whereas moral, political, and structural aspects remain marginal. Students’ collective identity is minimally visible, and discourse operates within a depoliticized framework. The study calls for a transformative SEL approach that promotes reflexivity, social justice, and recognition of minority students’ identity.

This investigation deals with the influence of Emotional Intelligence (EI) on the academic performance of 11th-grade students at Muatala Secondary School in Nampula. The study is based on the premise that academic success does not depend exclusively on cognitive skills but is significantly mediated by the ability to recognize, understand, and manage emotions. A qualitative approach was adopted, using semi-structured interviews with students and teachers, as well as systematic field observations as data collection instruments. The theoretical framework was based on Daniel Goleman's EI model and social-emotional learning theories. The results reveal that EI acts as a buffer against stress and a catalyst for motivation and persistence. It was identified that teacher empathy is a decisive factor in student engagement, while the absence of formal psycho-pedagogical support strategies contributes to anxiety and low tolerance for frustration in the face of academic obstacles. The study concludes that the integration of emotional education into the curriculum and the continuous training of teachers in social-emotional skills are fundamental strategies for improving academic performance and for the integral development of students in the Mozambican context.