Social and Emotional Learning: Research, Practice, and Policy最新文献

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Supporting social and emotional learning through infant and early childhood mental health consultation

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-01-27 DOI: 10.1016/j.sel.2025.100084

Christina F. Mondi

This article highlights infant and early childhood mental health consultation (IECMHC) as a promising approach to support the social and emotional learning (SEL) of both young children and their adult caregivers in early care and education (ECE) settings (i.e., childcare, Head Start, preschool). IECMHC is “a problem-solving and capacity-building intervention implemented within a collaborative relationship between a professional consultant with mental health training and expertise and one or more consultees” (Cohen & Kauffman, 2005). IECMHC is an increasingly common intervention in ECE settings, including in Head Start programs, where it is federally mandated; however, some confusion persists about the key components, strategies, and outcomes of high-quality IECMHC. Meanwhile, public understanding of the importance of interventions that support SEL starting in early life is also growing. However, little peer-reviewed work has attempted to integrate research and practice in the fields of IECMHC (which has largely existed in infant mental health spaces) and SEL (much of which has historically focused on middle childhood and beyond). To that end, this article: (a) highlights SEL as a developmental and relational process in infancy and early childhood; (b) describes IECMHC as a preventive and promotive intervention to support young children and their caregivers; (c) describes key evidence supporting IECMHC’s effects on adult and child SEL; (d) presents a novel visual conceptualization and case example illustrating the processes by which IECMHC supports adult and child SEL in ECE settings; and (e) proposes future directions for research, practice, and policy in integrating IECMHC and SEL initiatives.

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引用次数: 0

Public Learning: A collaborative practice for cultivating educators’ decision-making power and advancing equity in schools

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-01-27 DOI: 10.1016/j.sel.2025.100083

Sarah Sugarman

This practical article proposes an approach to educator collaboration, Public Learning, that develops adults' social emotional competencies (SECs) through – not instead of or in addition to – a rigorous examination of their instructional effectiveness. In particular, the practice of Public Learning cultivates the adult SECs required to make equitable instructional decisions. Too often, educators' professional learning experiences are of the "sit and get" variety, with compliance around implementation of specific teaching methods or the swapping of tips and tricks as the goal. What is missing from this type of professional development is the opportunity for educators to practice and hone the SECs that are critical to equitable decision making. This paper addresses the question of which adult SECs advance equity in schools and centers Public Learning as a key lever for transforming teacher collaboration to improve students' learning experiences.

引用次数: 0

Integrating Social Emotional Learning, mindfulness, and nutrition education into curricula to promote self-regulation and healthy eating behaviors among preschoolers

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-01-22 DOI: 10.1016/j.sel.2025.100081

Rachel Razza , Lynn Brann

The overlap between children’s general self-regulatory skills and self-regulation of eating is notably complex and may be a common mechanism and target of intervention to promote child health and wellbeing. Social Emotional Learning (SEL) components align with both nutrition and mindfulness-based practices and can be integrated into programs to intentionally nurture the whole child. Mindfulness-based practice may be a unique strategy for childhood overweight and obesity prevention, as it has the potential to support children’s development of mind-body awareness and self-regulation to develop a healthy and nourishing relationship with food at an early age. This paper examines the complexity of self-regulation and explores common origins of general and eating self-regulation within families and early education and childcare settings, with a focus on the important roles of parents and teachers in supporting child behavior. Additionally, the intersections among SEL, mindfulness-based practices, and nutrition education are explored to show how these linkages may be utilized within the context of early intervention to shape children’s healthy eating and early self-regulatory behaviors. Finally, we discuss future research needs and implications to advance the understanding of connections between general self-regulation and ASR during this critical period of child development.

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引用次数: 0

Beyond good intentions: How a social, emotional, and cultural competency framework leads to improvements in teacher preparation

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-01-21 DOI: 10.1016/j.sel.2025.100079

Nancy L. Markowitz , Suzanne M. Bouffard

Preservice teacher preparation programs are a critical, but as yet unmined, pressure point for systemic educational change, particularly related to new teachers’ development of social, emotional, and cultural competences. This article describes how three innovative teacher preparation programs are now leading the way to the integration of social and emotional learning (SEL) and culturally responsive practices in their programs. The programs described include the CalStateTEACH hybrid teacher credential initiative, the Minneapolis School District Special Education Teacher Licensure program, and the statewide effort in Oregon to leverage new teacher credentialing. These three programs have helped to identify three key levers for programmatic change: (1) individuals in a variety of organizational positions who serve as champions; (2) a coalition of the willing who together support change, and (3) a “carrot and stick" approach to effect desired policy and programmatic shifts.

引用次数: 0

Predicting student success: Considering social and emotional skills, growth mindset, and motivation

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-01-17 DOI: 10.1016/j.sel.2025.100080

Nola Daley, Dana Murano, Kate E. Walton

A growing body of evidence has found that social and emotional (SE) skills are positively associated with many school-related outcomes. In recent years, the Big Five personality framework has gained support as an organizing framework for various SE skills. While many prominent taxonomies of SE skills map to the Big Five, several additional models include skills related to motivation and growth mindset that do not align with the Big Five. We examined the extent to which these constructs overlapped with SE skills organized by the Big Five framework and whether they provided incremental validity in predicting school-related outcomes. ACT test takers (N = 1755) from across the United States, mostly from high-income families and predominantly in 11th or 12th grade, completed several measures. These included a measure of SE skills as organized by the Big Five (i.e., BFI-2-S), items on school-related outcomes, measures of motivation (i.e., MSLQ, Expectancy-Value-Cost Scale, Self-Determination Scale), and a measure of growth mindset (i.e., the Growth Mindset Scale). We found that growth mindset and motivation correlated with SE skills as organized by the Big Five. These constructs also helped predict additional variance in school-related outcomes, such as GPA and ACT scores. Given the independent contributions of growth mindset and motivation, incorporating these constructs into school-based assessments, alongside SE skills, could be beneficial in supporting students.

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引用次数: 0

“How did you love me so fast?”: Co-creating conditions for educator SEL and well-being

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-01-16 DOI: 10.1016/j.sel.2025.100077

Dena N. Simmons , Miriam Miller , Shauna L. Tominey

This paper discusses an innovative approach to professional development focused on adult SEL and well-being called the LiberatED Fellowship. The Fellowship is a nine-month, hybrid program aiming to enhance educator practices at the intersection of SEL and justice to co-create classroom communities of care, belonging, healing, and liberation. We use data from our iterative feedback process to explain how the Fellowship centers humanity, honors identity, and cultivates healing for educators, themes that make up our SEL framework based on our 2023 study on educators’ dreams for SEL. We provide examples of how facilitators modeled each theme and highlight lessons learned and practices that contribute to optimal adult SEL development, promoting positive mental health and, ultimately, benefiting student social, emotional, and academic well-being.

引用次数: 0

Together, We SOAR: A curriculum on compassion, community, and human development for K-12 teachers

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-01-15 DOI: 10.1016/j.sel.2025.100078

Blake A. Colaianne , Barbara Terroso , Nichole Heindel , Benn Hoover

To address high rates of teacher burnout and attrition, K-12 schools are urgently seeking prevention efforts that feel intentional and worthwhile to today’s teachers. One approach is to offer professional development that aims to not only support teacher well-being, but also restore a sense of community among teachers at school. Here, we describe a novel program, called Together, We SOAR, that offered skills, practices, and tools for cultivating compassion and community-building among teachers at one school district. Driven by the field of mindfulness and compassion education, the SOAR curriculum intersected contemplative practices with theories of human development to help teachers remember their self-worth, find presence, respond with compassion, and authentically connect with others. We present a curricular overview of SOAR and describe the implementation plan at one large, suburban K-12 public school district in Pennsylvania. We then share reflections from a school administrator on program implementation, as well as reflections from four K-12 teachers on the personal and professional impacts of SOAR. By focusing on compassion, community, and human development, we hope to offer a new approach to supporting teacher well-being, as well as inspire a more context-based strategy for teacher program implementation.

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引用次数: 0

Integrating social-emotional learning and standards-based grading: Principles, barriers, and future directions

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-01-02 DOI: 10.1016/j.sel.2024.100076

Nicole R. Skaar, Matt Townsley

Classroom grading reform and students’ whole child development are two important and timely topics in today’s schools. In this article, the authors draw parallels between CASEL’s five core competencies of social and emotional learning and the guiding principles of standards-based grading (SBG). This article helps educators understand SEL competencies and SBG principles as well as barriers to implementation. The authors outline how explicitly developing students’ social-emotional learning skills and implementing SBG are complementary. Implications for practice and research are discussed.

引用次数: 0

The role of epistemic feelings in the context of skill and competence development

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2024-12-22 DOI: 10.1016/j.sel.2024.100075

Rico Hermkes

In this paper, a theoretical approach to intuitive processes of skillful performance is developed. It integrates cognitive and non-cognitive facets (specifically epistemic feelings) and provides a foundation for modeling the development of students’ situation-specific skills, such as decision-making, problem-solving, and critical thinking. As part of this framework, two forms of epistemic feelings are distinguished: prospect-based and confirmatory feelings. Their contributions to the process of skillful performance is explained in the context of intuitive decision-making. As a result, intuitive processes may become falsifiable and their investigation can be linked to human rationality. In this respect, epistemic feelings such as surprise, confidence, relief or regret can be considered part of competence facets that can be addressed through pedagogical instruction and fostered in the course of professional development.

引用次数: 0

Effects of the Tools for Getting Along Curriculum on teachers’ reports of elementary students’ executive functions, social-emotional skills, and behavior problems 相处工具课程对教师报告小学生执行功能、社会情感技能和行为问题的影响

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2024-11-10 DOI: 10.1016/j.sel.2024.100070

Elisa B. Garcia , Michelle W. Woodbridge , W. Carl Sumi , S. Patrick Thornton , Jennifer Nakamura , Xin Wei , Stephen W. Smith , Ann P. Daunic

In this study, we examined the effectiveness of Tools for Getting Along (TFGA) on teachers’ reports of executive functioning (EF), social-emotional, and behavioral skills of upper elementary school students. TFGA is a classroom-level prevention curriculum that teaches students a sequence of empirically based problem-solving steps to apply in emotionally charged situations. We randomly assigned 52 elementary schools in California, Oklahoma, and Kentucky to the treatment (n = 26) or comparison (n = 26) condition, with study participants including 135 grade 4 teachers and their 1713 students. Multilevel analyses revealed that relative to those in the comparison group, students who participated in TFGA had significantly better social skills (effect size = 0.12) and higher levels of behaviors associated with EFs (effect size = 0.11), as reported by their teachers. Further, students whose teachers reported as having higher internalizing and externalizing behaviors, lower competence, and weaker behaviors associated with EFs at baseline experienced greater improvements in these skills after participating in TFGA than their counterparts with relatively stronger skills in the comparison group. We discuss educational implications of this study to promote and scale evidence-based, social-emotional practices in elementary school classrooms.

在这项研究中，我们考察了 "相处工具"（TFGA）对教师报告的小学高年级学生的执行功能（EF）、社会情感和行为技能的有效性。TFGA 是一门课堂预防课程，教授学生一系列基于经验的问题解决步骤，以便在情绪激动的情况下应用。我们将加利福尼亚州、俄克拉荷马州和肯塔基州的 52 所小学随机分配到治疗（26 人）或对比（26 人）条件下，研究参与者包括 135 名四年级教师及其 1713 名学生。多层次分析表明，根据教师的报告，相对于对比组，参加 TFGA 的学生的社交技能明显更好（效应大小 = 0.12），与 EF 相关的行为水平更高（效应大小 = 0.11）。此外，根据教师的报告，在基线时有较高的内化和外化行为、较低的能力和较弱的与 EFs 相关的行为的学生，在参加 TFGA 后，这些技能的提高幅度比对比组中技能相对较强的学生更大。我们讨论了这项研究对在小学课堂中推广和扩大循证社会情感实践的教育意义。

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