Social Emotional Learning Research Articles

Behavioral Disorders in Preschool Children in Groups of Preschool Educational Institutions: Causes and Ways to Overcome Them

The article presents the results of empirical studies of children with negative behavior in a kindergarten group, studying the causes of behavior disorders and testing the effectiveness of methods for overcoming these violations. Various approaches have been used to shape socially acceptable behavior in children. The results of the study showed that a positive attitude towards others is primary in the development of social skills. Awareness of one’s emotional state and verbalization of states, motives, and motivations for actions is possible after the child has formed a full-fledged emotional experience. Empirical data on the characteristics of the formation of a socially acceptable model of child behavior, including the experience of a positive attitude towards peers, are generalized. Experience in using social-emotional learning in a preschool education program, including learning to name emotions, states of others, etc. (cognitive component of socio-emotional development), shows the need to clarify the content and methods of working with preschool children.

“I wonder, what if, let’s try”: Sesame Street’s playful learning curriculum impacts children’s problem solving

ABSTRACT To investigate whether educational television can enhance problem-solving process skills among preschool children, 116 three- to five-year-olds watched 12 episodes of Sesame Street – either engineering-based “playful problem solving” episodes, or episodes about social-emotional learning. Assessments were conducted on three levels: comprehension and delayed recall of educational content, parental observations of learning, and transfer of learning. Results indicated that 48–65% of children recalled problem-solving content after a 1–2 week delay, and 98% of parents reported examples of children’s real-life learning. Repeat viewing of playful problem solving episodes significantly predicted pretest-posttest gains in hands-on transfer tasks, with increases in both the variety of problem-solving heuristics used and the efficiency of children’s process. There were no significant effects on children’s solutions, suggesting children modeled process skills and did not simply learn right answers. Thus, data support Sesame Street’s educational impact on process skills, and demonstrate benefits of playful learning that can be obtained by viewing televised models.

Editorial: Current trends in research on how video games support or limit social-emotional learning

Editorial: Current trends in research on how video games support or limit social-emotional learning

Children's Literature, Ecocritical Dialogues and Social-Emotional Learning: Developing Integrated Teaching Practices

An innovative primary teacher education course at the University of Padova combines children's literature, ecocritical dialogues, and social-emotional learning (SEL). It aims to enhance educational quality and prepare teachers for global environmental and social challenges. Developed through the Green Dialogues project, it fosters internationalization and interdisciplinarity. This article examines the course's interdisciplinary teamwork, focusing on its design and teaching methods. A case study highlights the benefits of incorporating ecocritical and SEL approaches in climate action teacher education. The course illustrates how children's stories can foster environmental and social consciousness and empathy among students. This approach not only enhances pedagogical practices but also prepares teachers to contribute meaningfully to climate literacy and social equity in European higher education.

Social and Emotional Learning (SEL) and Academic Outcomes: Teacher Support during Classroom Interactions

Social and emotional learning (SEL) is crucial for children’s development of social and emotional skills, including relationships, communication, decision-making, self-esteem, and behavior. It can help reduce the attainment gap between slow-learners and their peers. The study examines the relationship between social-emotional learning (SEL), Academic Outcome and the social dimensions of teacher support during classroom interactions, based on Lev Vygotsky’s socio-cultural learning theory. Vygotsky’s theory suggests that empathy and the ability to articulate thoughts are crucial for deep learning. The study aims to understand the perceived levels of social dimensions in terms of belongingness at school, social learning experiences, and relationships with teachers, peers, and parents. The study also seeks to determine if there is a significant relationship between SEL and academic outcomes and teacher support during classroom interactions. It comes to light that by actively scaffolding classroom interactions and integrating social-emotional learning into the regular academic schedule, teachers can support their students.

Embedding Social-Emotional Learning into Pre-Service ESOL Teacher Education

Embedding Social-Emotional Learning into Pre-Service ESOL Teacher Education

Social-Emotional Development in the Summer Art Camp Setting.

Introduction Social-emotional development refers to the development of one's abilities to understand, regulate, and express emotions and to establish and maintain successful relationships with peers and adults. Education in the arts has been shown to promote learning these skills, but the relationship between social-emotional development and summer art camp has not been explored. Methods The objective of this study is to determine the potential for social-emotional development in a community-based art day camp. A qualitative thematic analysis of the art camp's curriculum was conducted and compared with current literature regarding opportunities for social-emotional development in arts education and summer camp settings. Results The summer art camp curriculum included practices known to facilitate social-emotional learning in school-aged children. The curriculum data themes identified were performance, art projects, and outdoor activities. All of these themes have been shown to facilitate social-emotional skill building and can be connected to the components of the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Conclusions Through the shown benefits of summer camp in combination with the benefits of in-school arts education, art camp provides the unique opportunity to practice self-expression, friend-making, and self-esteem building, all of which can contribute to mental well-being and academic success long-term.

Exploring Teachers’ Perception and Practices About the Provision of Social-Emotional Learning at Primary Grades in Karachi, Pakistan

The current study aimed to explore how teachers perceive the term Social Emotional Learning (SEL) in primary grades. This research also explored the practices of provision of SEL at schools from the lens of school heads and teachers. The research design adopted for the study was qualitative, and a purposive sampling technique was used to identify two school systems where SEL is taught formally as a subject in Karachi, Pakistan. To collect the perceptions, practices, and experiences of SEL teaching, semi-structured in-depth interviews were conducted with the teachers and school heads from these schools. Tools used for the semi-structured in-depth interviews were reviewed by the schools’ educational psychologists. The findings indicate that teachers considered SEL as the driving force to ensure academic improvement and behavior management. SEL is also found to improve the physical and mental well-being of the students. The practices adopted by the school for the provision of SEL include innovative teaching methodologies, curriculum designing and monitoring, professional development, assessment, parental involvement, and integration of SEL with different subjects. Overall, the factors found associated with the SEL in primary grades are embedding SEL in school culture, involvement of all stakeholders, encouraging the school environment, and implanting SEL competencies in the SEL curriculum.

Optimization Of The Development Of Social Emotional Learning (SEL) Tools In Supporting Independent Learning For Teachers Of Central Java MGMP Economics

Implementing an independent curriculum will be able to realize the rights and abilities of participants to determine their learning process through setting learning goals, reflecting on abilities, and taking steps proactively and responsibly for their own success. The problems in the free learning curriculum are teachers who use learning techniques that are not appropriate to the conditions or circumstances, lack of use of learning media, and monotonous teaching. The reality in the Economic MGMP of Central Java Province is that the development of social emotional learning (SEL) learning tools based on the independent learning curriculum and its development is still very diverse regarding tools that have not been developed based on the independent learning curriculum. The aim of this service is to increase teachers' understanding and skills in designing learning tools in the form of lesson plans, materials and evaluation instruments. The methods used in service include outreach activities, training, mentoring and evaluation of service programs. The results of the service are a) increasing understanding of the concept of social emotional learning for Central Java Economics MGMP teachers; b) able to implement social emotional learning in learning tools to support the independent learning curriculum.

A Model for Explaining Digital Addiction in Adolescents: The Role of Self-Perception, Social-Emotional Learning, Adolescent-Parent Relationship and Peer Relationships

Objective: This study was aimed at examining the levels of digital addiction in adolescents with a regression model created with self-perception, adolescent-parent relationships, peer relationships, and social-emotional learning (SEL) skills. 
 Method: The participants consisted of 504 high school students. The data were obtained through the Personal Information Form, the Digital Addiction Scale, the Adolescent-Parent Relationships Scale, the Friendship Quality Scale, the Self-Perception Scale, and the Social and Emotional Learning Scale. 
 Results: Self-perception, adolescent-parent relationship, and SEL skills were significant predictors of adolescents' digital addiction levels, while the peer relationships was not. Additionally, the regression model explains approximately 27% of the total variance of digital addiction in adolescents.
 Conclusion: The ability of digital platforms to compensate for negative self-perception during adolescence, coupled with inadequate SEL skills, may hinder adolescents from forming satisfying real relationships with themselves and their environment, ultimately increasing their levels of digital addiction. In families without satisfying relationships with parents where there is no positive, warm, supportive, and safe climate, this may cause digital addiction in adolescents.

Classroom Management Strategies and Their Influence on Student Social Behavior

This study investigated the impact of various classroom management strategies on student social behavior, employing thematic analysis to analyze qualitative data from teacher interviews and observations. The research aimed to identify which management techniques were most effective in promoting positive social interactions and reducing disruptive behavior. Key findings revealed that strategies such as setting clear expectations, using positive reinforcement, and integrating Social-Emotional Learning (SEL) were instrumental in enhancing students' social skills and fostering a supportive classroom environment. Additionally, the study highlighted the importance of ongoing professional development for teachers, with interactive workshops, coaching, and peer collaboration proving to be valuable in improving classroom management practices. The insights gained from this study offer practical recommendations for educators to create more effective and harmonious learning environments, ultimately contributing to better student behavior and academic outcomes.

Exploring Policy Directions to Enhance the Effectiveness of Social-Emotional Learning: Focusing on U.S. Case Studies

Exploring Policy Directions to Enhance the Effectiveness of Social-Emotional Learning: Focusing on U.S. Case Studies

Investigation of Secondary School Students’ Social-Emotional Learning and Friendship-Making Skills in Terms of Various Variables

Social and emotional development is the child’s ability to express himself, establish relationships, recognize himself, adapt to his social environment, and restrain his emotions. Because of this situation, developing children’s social and emotional learning skills is important in increasing their academic success, improving their friendship-making skills in the social environment, developing positive peer relationships, and improving the relationships established in the family environment. This research also aims to examine the social-emotional learning abilities of secondary school students, their friendship making skills with age, gender, classroom, daily phone and computer usage time, and their ability to use digital technologies variables. A sampling of this research’s universe (n = 415) and sample (n = 380) were students studying in seventh and eighth grades at secondary schools in the Kartal district of Istanbul. In this research using the correlational survey model, the data was analyzed in three stages. İt has been determined with a descriptive relational/related model found that social and emotional learning levels increased and that male students had higher social-emotional and relationship-making skills than female students; less daily phone use was higher than students with high social-emotional and friendship-making skills. Finally, secondary school students are becoming more and more able to relate as the level of social-emotional learning increases. Research improving the status of students at a disadvantage in social and emotional learning in this regard will offer positive contributions to developing their relationship skills.

Preparing early educators for the current context of social emotional learning: A content analysis of course descriptions

Despite the well-established need for teacher preparation in child guidance and social emotional learning, studies have found a lack of robust course offerings in these areas. Further, the United States context for children’s social emotional development is changing due to the global pandemic, racial unrest, and increased gun violence. The National Association for the Education of Young Children (NAEYC) has put forth updated teacher competencies to address the changing context as well as new research on early learning. However, little is known about how teacher education programs have implemented the updated guidelines around teacher competencies. For this journal article, we systematically examined 314 early childhood education programs of study from U.S. universities. We share a content analysis of 237 course descriptions from courses dedicated to children’s social emotional learning. We found 26% of programs require no course on social emotional learning. We also identifed the four most and three least represented competencies around social emotional learning. Our content analysis reveals that behaviorist theory is predominant in the design of courses and sociocultural influences are under-represented. We provide implications for regularly updating course descriptions to address the needs of children and families in the ever-changing context of education.

Evaluation of remote and in‐person instruction of a social‐emotional learning curriculum in a rural midwestern middle school: A case study

AbstractRural adolescents are at a greater risk for substance abuse and other mental health challenges. There is a need for enhanced evidence‐based prevention efforts. This case study evaluated both remote and in‐person instruction of Second Step®, a social‐emotional learning (SEL) curriculum aimed to improve school‐based prevention efforts. Second Step® was implemented in a rural Midwestern middle school from Fall 2020 to Spring 2022. Pre‐ and post‐surveys were given to 7th grade (n = 233) and 8th grade (n = 146) students. To evaluate program implementation, t‐tests were conducted. Post‐survey scores were compared to evaluate remote versus in‐person learning. Seventh grade students showed significant improvement of self‐efficacy in overcoming obstacles, and this was expanded via in‐person instruction. Eighth grade students increased knowledge of identifying and disrupting bullying, and the goal‐setting unit showed more success taught via remote instruction. Second Step® shows promise in increasing self‐efficacy and knowledge of SEL topics. Exploratory results suggest both in‐person and remote implementation should be considered.

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.

Preparing Educators to Navigate the Social-Emotional Terrain

The FIXIT Social-Emotional Learning (SEL) game was created by the authors as an analog card game to help educators prepare for social-emotional challenges in the classroom. In the game, players work together as a team to overcome obstacles and practice addressing challenging scenarios while thinking through support beyond academic needs. This game-based approach provides a low-risk environment for educators to practice and prepare for real-life situations. Learning assessment is completed through gameplay discussions, end-of-game debriefs, and personal learning reflections. This version of FIXIT is for educators, but the game can be adapted to fit any content that includes problem-solving for all ages and grades ECE-12+.

Peningkatan Prestasi Belajar Matematika Siswa Kelas VIII Melalui Pembelajaran Sosial Emosional di SMPN 1 Takeran

This research was motivated by the low mathematics learning achievement and emotional social abilities of class VIII students at SMPN 1 Takeran. Low mathematics learning achievement can be seen through students' mathematics scores, while students' social emotional abilities can be seen through students' attitudes and social emotional questionnaire results. This research is classroom action research involving 24 class VIII students. The aim of this research is to improve the mathematics learning achievement of class VIII students at SMPN 1 Takeran by implementing social emotional learning. Researchers used data collection techniques in the form of tests, questionnaires and interviews. From the research results, it was found that social emotional abilities influence students' mathematics learning achievement. The results showed that students' initial mathematics learning achievement (average 64.83, percentage of learning completeness 54%) increased in cycle I (average 72.17, percentage of learning completeness 71%) then increased again in cycle II (average average 77.88, percentage of learning completeness 83%). There was an increase in learning achievement from cycle I and cycle II, with an increase in the percentage of success of 12% and an average increase of 5.71. So, based on the analysis of research results, it can be concluded that the application of the social emotional learning approach to class VIII students at SMPN 1 Takeran succeeded in increasing mathematics learning achievement

Messenger vs. Message: The Curious Case of Where’d My Giggle Go?

In 2022, the Evangelical Christian Publishers Association (ECPA) awarded pastor Max Lucado’s social-emotional learning picturebook Where’d My Giggle Go? its highest award. The win occurred against the backdrop of conservative, evangelical groups advocating for banning similar secular titles. This study investigates how discourse from two reviewing sites constructs the social identities of readers to understand how they perform relationships with Max Lucado and the evangelical community. Findings reveal how the community’s ideological, social, political, and cultural commitments are (re)produced and (re)circulated through consumer reviews and highlight the mainstreaming of evangelical content in picturebooks.

Quality of Health Education Teacher Preparation Program Curricula Throughout the United States.

Undergraduate majors in education, specifically in school health education (HE), have declined considerably in the United States. Reductions in state and federal funding for K-12 public education and increased demands on educators to prioritize standardized academic outcomes versus focusing on the whole child encompass many factors leading to fewer qualified teachers and reduced quality of HE delivery within schools. A content analysis of over 300 HE teacher preparation programs throughout the United States was conducted from 2019 to 2020 to assess available and required curriculum for pre-service HE teachers. Seven curriculum areas were reviewed: nutrition, physical activity (PA) and physical education (PE), HE, chronic disease management (CDM), social emotional learning and mental health (SEL/MH), drug abuse and tobacco prevention (DA/TP), and a methods course in teaching HE. Findings indicated program type influenced course offerings, with stand-alone HE and joint HE/PE programs providing the most comprehensive curriculum. Most programs required courses in general HE, PA and PE, and nutrition. Programs were deficient in offering courses in CDM, DA/TP, and SEL/MH. This article contains recommendations to improve the quality of HE delivery in public schools, for example by ensuring that school health educators are trained in providing skills-based HE to youth, which can assist in addressing child and youth health outcomes (eg, CDM, mental health) for the nation.