Social and Emotional Learning: Research, Practice, and Policy最新文献_第2页

Professional learning to support social and emotional skills in the preschool classroom: A randomized controlled trial of Sesame Street’s Building a Connected Community online course 在学前班课堂上支持社交和情感技能的专业学习：芝麻街建立连接社区在线课程的随机对照试验

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-06-28 DOI: 10.1016/j.sel.2025.100132

Danielle Riser , Leanne Elliott , Tina Ryznar , Chanel Brown , David Cohen , Antonio Freitas , Katie Dahlke

Building social and emotional skills during early childhood is crucial, and preschool classrooms are an ideal context to support children’s social and emotional competence. This classroom-level randomized controlled trial examined the implementation and impact of Building a Connected Community, a digital course and set of resources created by Sesame Workshop to help preschool teachers support children’s social and emotional skills and engage families in the classroom. The sample included 70 preschool classrooms at 20 programs across the United States. Classrooms were randomly assigned to either receive Building a Connected Community or continue with business as usual (control). Eighty percent of teachers assigned to receive Building a Connected Community implemented it with fidelity. Teachers in the Building a Connected Community condition showed significantly higher self-efficacy and practices supporting children’s social and emotional competence compared to teachers in the control condition. They also had significantly higher caregiver engagement practices compared to teachers in the control condition. Children in the Building a Connected Community condition had significantly higher social and emotional competence compared to children in control classrooms based on teacher reporting in the postsurvey. The study also examined the impact on teachers’ self-efficacy in engaging with caregivers, caregiver reports of teachers’ engagement practices, caregivers’ relationships with teachers, and caregiver reports of children’s social and emotional competence but did not find a significant effect for these outcomes. Overall, the data suggest that Building a Connected Community is a promising and easily accessible intervention for supporting social and emotional skills in the preschool classroom.

在儿童早期建立社交和情感技能是至关重要的，幼儿园教室是支持儿童社交和情感能力的理想环境。这项课堂水平的随机对照试验检验了“建立连接社区”的实施和影响，这是一门由芝麻工作室创建的数字课程和一套资源，旨在帮助幼儿园教师支持儿童的社交和情感技能，并吸引家庭参与课堂。样本包括美国20个项目的70个幼儿园教室。教室被随机分配，要么接受“建立互联社区”，要么继续照常工作（对照组）。80%接受“建立互联社区”项目的教师忠实地实施了该项目。与控制组教师相比，建立联系社区组教师的自我效能感和支持儿童社交能力和情感能力的实践显著提高。与对照组的教师相比，他们也有明显更高的照顾者参与实践。根据教师在事后调查中的报告，在建立连接社区条件下的儿童与在控制教室的儿童相比，具有显著更高的社会和情感能力。该研究还检查了教师在与照顾者接触时的自我效能感、照顾者对教师参与实践的报告、照顾者与教师的关系以及照顾者对儿童社交和情感能力的报告，但没有发现这些结果的显著影响。总的来说，数据表明，建立一个连接的社区是一个有前途的和容易获得的干预措施，以支持幼儿园课堂上的社会和情感技能。

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引用次数: 0

Social and emotional learning competencies and early grade pupils’ academic success: Educational stakeholders’ perspectives 社会、情感学习能力与初中生学业成功：教育利益相关者的视角

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-06-14 DOI: 10.1016/j.sel.2025.100125

Pambas Basil Tandika , Placidius Ndibalema , Godlove Lawrent

The influence of social and emotional learning on student academic achievement is widely explored. However, little has been learned about how educators, caregivers and other key educational stakeholders perceive social and emotional learning competencies in relation to early academic success. A qualitative study approach was adopted and individual and focus group interviews were used as data collection tools. A total of 573 participants from Tanzania Mainland and Zanzibar were involved in the study. The main participants were early grade teachers, head teachers, parents and ward educational officers. The gathered data were thematically analysed. The educational stakeholders had varied views regarding social and emotional learning competencies associated with skills that may impact children’s academic subjects. Only skills from three social and emotional learning competencies were regularly mentioned as crucial in achieving this particular role. Capacity strengthening would help educational stakeholders to further identify contextually-relevant social and emotional learning competencies related skills that shape pupils’ academic success.

社会学习和情感学习对学生学业成绩的影响被广泛探讨。然而，关于教育工作者、照顾者和其他主要教育利益相关者如何看待社会和情感学习能力与早期学业成功的关系，人们知之甚少。采用定性研究方法，并使用个人和焦点小组访谈作为数据收集工具。共有573名来自坦桑尼亚大陆和桑给巴尔的参与者参与了这项研究。参加活动的主要有低年级教师、班主任、家长和病区教育负责人。对收集到的数据进行了专题分析。教育利益相关者对与可能影响儿童学业科目的技能相关的社会和情感学习能力有不同的看法。只有来自三种社交和情感学习能力的技能被经常提到是实现这一特定角色的关键。能力加强将有助于教育利益相关者进一步确定与情境相关的社会和情感学习能力，这些能力与塑造学生学业成功的技能有关。

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引用次数: 0

Erratum to Effects of the Tools for Getting Along curriculum on teachers' reports of elementary students' executive functions, social-emotional skills, and behavior problems” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100070] 《相处工具课程对教师小学生执行功能、社会情感技能和行为问题报告的影响》[社会与情感学习：研究、实践与政策4 (2024)100070]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-10-15 DOI: 10.1016/j.sel.2025.100149

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

引用次数: 0

The politicization of and misinformation about social-emotional learning 社交情绪学习的政治化和错误信息

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-09-10 DOI: 10.1016/j.sel.2025.100141

Luis Javier Pentón Herrera

This article examines how social-emotional learning (SEL) has been misrepresented and politicized in recent educational and political discourse. Drawing on the author’s lived experience in Cuba, where censorship and ideological control were (and continue to be) central to education, the article traces parallels to current debates in the United States and other global contexts. Critics have accused SEL of promoting ideological agendas, often using a strategy known as “accusation in a mirror,” which deflects attention by attributing to SEL the very forms of indoctrination they themselves are enacting. The article clarifies what SEL is and is not, highlighting its global roots in holistic and relational education. It also explores how SEL has long been practiced in Indigenous, community-based, and culturally grounded traditions. Rather than a political tool, SEL is presented as an essential part of human development and education. The article offers practical steps for educators, researchers, and policymakers to reclaim the narrative around SEL and affirms its role in fostering emotional literacy, community well-being, and the competencies needed for ethical participation in democratic societies.

本文探讨了社会情绪学习（SEL）在最近的教育和政治话语中是如何被歪曲和政治化的。根据作者在古巴的亲身经历，审查和意识形态控制曾经是（并将继续是）教育的核心，这篇文章与当前美国和其他全球背景下的辩论相似。批评者指责SEL推动意识形态议程，经常使用一种被称为“镜子里的指责”的策略，通过将他们自己正在实施的灌输形式归咎于SEL来转移人们的注意力。这篇文章澄清了什么是SEL，什么不是SEL，强调了它在整体和关系教育中的全球根源。它还探讨了长期以来SEL是如何在土著、社区和文化基础传统中实践的。SEL不是一种政治工具，而是作为人类发展和教育的重要组成部分。本文为教育工作者、研究人员和政策制定者提供了切实可行的步骤，以重新审视围绕SEL的叙述，并肯定了SEL在培养情感素养、社区福祉和民主社会中道德参与所需的能力方面的作用。

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引用次数: 0

Exploring gender differences in multidimensional social-emotional competence from developmental and cross-cultural perspectives 从发展和跨文化的角度探讨多维社会情感能力的性别差异

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-08-05 DOI: 10.1016/j.sel.2025.100137

Juyeon Lee , Chenxiao Wang , Ingrid D. Lui

Children and adolescents develop social-emotional competence (SEC) over time under the influence of gender-based cultural practices, though evidence is limited on how patterns of gender differences in multiple dimensions of SEC vary across developmental stages and cultural contexts. The current study first examined measurement invariance of an international SEC assessment, the OECD Survey of Social and Emotional Skills, then compared patterns of gender differences in multidimensional SEC across age cohorts and cultural regions. Using self-reported data collected from China, South Korea, Canada, and the United States (N = 25,454), our analysis identified 48 items measuring six domains of SEC that were invariant across gender, age cohorts, and cultural regions. Interaction analysis with bias-adjusted estimates suggested that each SEC domain showed different patterns of gender difference depending on age cohorts and cultural regions: (1) boys had higher Emotional Control and Optimism, particularly in age 15 cohort, (2) girls had higher Task Performance and Prosociality, particularly in the North American sample, and (3) boys had higher Open-mindedness and lower Leadership in East Asia, but girls had higher Open-mindedness and lower Leadership in North America. We discuss these findings, calling for more research to further explain gender differences in SEC from developmental and cross-cultural perspectives.

随着时间的推移，儿童和青少年在基于性别的文化习俗的影响下发展社会情感能力（SEC），尽管关于SEC多个维度的性别差异模式在不同发展阶段和文化背景下的差异的证据有限。目前的研究首先检查了国际SEC评估的测量不变性，即经合组织的社会和情感技能调查，然后比较了跨年龄群和文化区域多维SEC的性别差异模式。使用从中国、韩国、加拿大和美国收集的自我报告数据（N = 25,454），我们的分析确定了48个项目，测量了跨性别、年龄群和文化区域不变的6个SEC领域。经偏差调整估计的相互作用分析表明，每个SEC域根据年龄群和文化区域表现出不同的性别差异模式：(1)男生具有较高的情绪控制和乐观性，特别是在15岁年龄组；(2)女生具有较高的任务绩效和亲社会性，特别是在北美样本；(3)东亚地区男生具有较高的开放思想和较低的领导能力，而北美地区女生具有较高的开放思想和较低的领导能力。我们讨论了这些发现，呼吁更多的研究从发展和跨文化的角度进一步解释SEC的性别差异。

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引用次数: 0

Building on a legacy of children’s mental health: A systematic review of early childhood social-emotional learning and expulsion prevention professional development 建立在儿童心理健康的遗产：早期儿童社会情感学习和驱逐预防专业发展的系统回顾

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-08-15 DOI: 10.1016/j.sel.2025.100138

Katherine M. Zinsser, Allegra Hinojosa-Cabrera, Joanna Paul, John C. Borrero, Maya Chan Morales, Elyse R. Shenberger

Early childhood education (ECE) providers play a key role in supporting children's early social-emotional learning (SEL). At the same time, providers report feeling ill-prepared to adequately meet children’s emotional and behavioral needs, and thousands of children under the age of five are suspended or expelled each year for behavior that providers find challenging. Thanks in large part to the advocacy of trailblazers, such as Dr. Roger P. Weissberg, Illinois has long been at the vanguard of SEL-related policy, and in 2018, the state passed the nation’s most comprehensive ban on ECE expulsion. Unfortunately, children continue to be excluded from ECE programs. As part of an ongoing evaluation of the implementation of this ban, this study examines whether providers have access to the types of training stipulated in the legislation that would enable them to engage in high-quality social-emotional teaching and reduce their reliance on exclusionary discipline practices. We systematically screened and coded trainings offered by five state agencies (n = 2991) to describe their topical relevance, difficulty, duration, and language. Trainings were rated based on their relevance to exclusionary discipline practices. We found that trainings tended to be short, introductory in nature, and did not match the linguistic diversity of providers across the state. Few trainings explicitly aimed to build skills or strategies that would likely change teachers’ exclusionary discipline practices. When trainings emphasized specific practices supported by the expulsion prevention literature, they were often aligned with specific SEL programs. We discuss these findings and recommendations, considering the state’s long history of advancing young children's and educators' mental health and SEL.

幼儿教育（ECE）提供者在支持儿童早期社会情感学习（SEL）方面发挥着关键作用。与此同时，服务提供者报告说，他们对充分满足儿童的情感和行为需求准备不足，每年都有数千名五岁以下的儿童因服务提供者认为具有挑战性的行为而被停学或开除。在很大程度上，得益于罗杰·p·韦斯伯格（Roger P. Weissberg）博士等开拓者的倡导，伊利诺伊州长期以来一直是sel相关政策的先锋，2018年，该州通过了美国最全面的欧洲经委会驱逐禁令。不幸的是，儿童继续被排除在欧洲经委会项目之外。作为对这一禁令实施情况的持续评估的一部分，本研究考察了提供者是否有机会获得立法规定的培训类型，使他们能够从事高质量的社会情感教学，并减少他们对排他性纪律实践的依赖。我们系统地筛选和编码了五个州机构（n = 2991）提供的培训，以描述其主题相关性，难度，持续时间和语言。培训是根据其与排他性纪律实践的相关性进行评级的。我们发现培训往往很短，本质上是介绍性的，并且与全州提供者的语言多样性不匹配。很少有培训明确旨在培养可能改变教师排他性纪律做法的技能或策略。当培训强调被驱逐预防文献支持的具体实践时，它们通常与特定的SEL项目相一致。我们讨论这些发现和建议，考虑到国家在促进幼儿和教育工作者的心理健康和SEL方面的悠久历史。

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引用次数: 0

Using statewide policy to promote student and adult social-emotional competencies: Implementation evaluation of the Learning Renewal—Social Emotional Learning initiative 使用全州政策来促进学生和成人的社会情感能力：学习更新-社会情感学习倡议的实施评估

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-11-16 DOI: 10.1016/j.sel.2025.100165

Iris Daruwala, Maura Shramko, Erin Clancy, Victoria Salinas, Isabelle Edwards, Jennie Y. Jiang, Kimberly Kendziora

Among its many effects, the COVID-19 pandemic destabilized schools as social institutions, highlighting the central role of social-emotional learning (SEL) in recovery for both students and educators. Although most SEL policies have focused on students, less is known about policies that support adult social-emotional competencies (SECs). The current study examines the Illinois State Board of Education’s Learning Renewal—SEL initiative, which offered regionally-prioritized programming for schools to support student and educator SECs through professional learning and capacity building across the state. Through interviews with regional educational leaders implementing Learning Renewal—SEL programming, we found that educator well-being was a top concern among districts; the decentralized, opt-in nature of the policy relied on strong regional office of education (ROE) and intermediate service center (ISC) relationships to tailor communication and professional learning (PL) delivery; and the policy spurred new cross-regional collaboration related to SEL resources, requiring ROE/ISC leaders to exercise their own adult SECs.

Impact statement

In the wake of the COVID-19 pandemic, Illinois implemented a statewide policy to promote social-emotional learning (SEL) for students and educators. Our study of the Illinois Learning Renewal—SEL initiative centered the voices of state education leaders working to advance SEL and identified novel aspects of state, regional, and local implementation approaches to support adult social-emotional competencies in a decentralized context. We found that educator well-being was a top concern among schools and that the opt-in approach created regional variability in SEL communication, offerings, and delivery. Additionally, we found that policy implementation required education leaders to exercise their own SECs to engage in new forms of cross-regional collaboration related to SEL resources and delivery.

2019冠状病毒病大流行的诸多影响之一，是动摇了学校作为社会机构的稳定性，凸显了社会情绪学习（SEL）在学生和教育工作者康复过程中的核心作用。虽然大多数SEL政策关注的是学生，但对支持成人社会情感能力（SECs）的政策知之甚少。目前的研究考察了伊利诺伊州教育委员会的学习更新sel计划，该计划为学校提供了区域优先规划，通过全州的专业学习和能力建设来支持学生和教育工作者的sec。通过对实施“学习更新- sel”计划的地区教育领导者的访谈，我们发现教育工作者的福祉是各地区最关心的问题；该政策的分散性和选择性依赖于强大的区域教育办公室（ROE）和中间服务中心（ISC）关系，以定制沟通和专业学习（PL）交付；该政策刺激了与SEL资源相关的新的跨区域合作，要求ROE/ISC领导人行使自己的成年sec。在2019冠状病毒病大流行之后，伊利诺伊州实施了一项全州政策，以促进学生和教育工作者的社会情感学习（SEL）。我们对伊利诺伊州学习更新SEL倡议的研究集中于州教育领导人的声音，他们致力于推进SEL，并确定了州、地区和地方实施方法的新方面，以支持分散背景下的成人社会情感能力。我们发现，教育工作者的福祉是学校最关心的问题，而选择加入的方法在SEL交流、提供和交付方面造成了地区差异。此外，我们发现，政策实施需要教育领导者运用自己的SECs，参与与SEL资源和交付相关的新形式的跨区域合作。

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引用次数: 0

Operationalizing mindful co-regulation to build understanding of educator social-emotional competency 运用正念协同调节建立对教育者社会情感能力的理解

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-10-26 DOI: 10.1016/j.sel.2025.100159

Desiree W. Murray , Rachel Mills-Brantley , Jill Hamm

This paper advances theoretical and empirical knowledge of teacher social-emotional competencies by operationalizing a new model called Mindful Co-Regulation that describes how mindfulness is translated into supportive interactions with students. This model theorizes that teacher mindfulness contributes to Mindful Teaching, which promotes Effective SEL Instruction and Co-Regulation actions with students, including building responsive relationships with students, creating safe supportive learning environments, and intentional day-to-day interactions that promote student SEL. We conducted two observational studies with middle and high school teachers in the context of implementing a new mindfulness-based SEL program to explore the potential value of this model. We summarized and described these data using a newly developed measure and examined whether the constructs assessed could be reliably observed and if they were associated with student experiences in the classroom. Observational data collected via the new Mindful Co-Regulation Observation Measure (MCRO) provide evidence of the utility of the Mindful Co-Regulation model for secondary teachers. More specifically, co-regulation actions were identified that align with each key domain in the model. Specific indicators of mindful co-regulation as measured by MCRO items demonstrated variation across teachers, suggesting areas for improvement. Items clustered within domains on the MCRO suggesting underlying constructs consistent with the model. Although some of these constructs were difficult to reliably observe, scores on the MCRO appeared to co-vary as expected with student outcomes. Overall, results highlight the value of mindful co-regulation as an innovative conceptual model for designing and evaluating programs and practices to promote educator SEC.

Impact Statement

This paper describes a new model for understanding how teacher mindfulness may translate into supportive interactions with older youth called Mindful Co-Regulation. An observational measure developed to assess specific teachers actions shows initial promise for future research and informing practice, including training and coaching teachers. Increased teacher social-emotional competencies are also expected to enhance student social-emotional learning and development.

本文通过实施一个名为“正念共同调节”的新模型来推进教师社会情感能力的理论和实证知识，该模型描述了正念如何转化为与学生的支持性互动。该模型认为，教师正念有助于正念教学，这促进了有效的SEL教学和与学生的共同监管行动，包括与学生建立响应性关系，创造安全的支持性学习环境，以及有意的日常互动，以促进学生的SEL。我们对初中和高中教师进行了两项观察性研究，在实施一个新的基于正念的SEL项目的背景下，探索该模型的潜在价值。我们使用一种新开发的测量方法来总结和描述这些数据，并检查评估的构念是否可以可靠地观察到，以及它们是否与学生在课堂上的经历有关。通过新的正念协同调节观察量表（MCRO）收集的观察数据为正念协同调节模型对中学教师的实用性提供了证据。更具体地说，确定了与模型中的每个关键域一致的共同调节动作。通过MCRO项目测量的正念共同调节的具体指标显示了教师之间的差异，表明了需要改进的领域。在MCRO上的域内聚集的项目表明与模型一致的底层构造。虽然这些结构中的一些很难可靠地观察到，但MCRO的分数似乎与学生的成绩共同变化。总体而言，研究结果强调了正念协同调节作为一种创新的概念模型的价值，该模型可用于设计和评估促进教育者自我意识的项目和实践。影响声明本文描述了一种新的模型，用于理解教师正念如何转化为与年长青年的支持性互动，称为正念协同调节。为评估教师的具体行为而开发的一项观察性措施显示了未来研究和为实践提供信息的初步希望，包括培训和指导教师。教师社会情绪能力的提高也有望促进学生社会情绪的学习和发展。

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引用次数: 0

Erratum to “High school students’ conceptualizations of kindness: A mixed-methods portrait” [Social and Emotional Learning: Research, Practice, and Policy 5 (2025) 100089] “高中生对善良的概念化：一种混合方法的肖像”的勘误[社会和情感学习：研究，实践和政策5 (2025)100089]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-10-15 DOI: 10.1016/j.sel.2025.100152

John-Tyler Binfet , Rebecca J.P. Godard , Freya L.L. Green , Amelia A. Willcox

引用次数: 0

State education policies as a critical component of systemic SEL: Roger Weissberg’s vision and continuing impact 国家教育政策作为系统SEL的关键组成部分：罗杰·韦斯伯格的愿景和持续影响

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-07-18 DOI: 10.1016/j.sel.2025.100135

Nick Yoder , Caitlin Dermody , Andy Tucker , Asher A. Miller , Ruth Cross , Pat Conner , Dana Godek , Chi Kim , Linda Dusenbury

What does it mean to promote social and emotional learning (SEL) across all 50 states? That was the visionary question of Dr. Roger Weissberg when he and the Collaborative for Academic, Social, and Emotional Learning (CASEL) set out to collaborate with state policymakers, funders, and experts over the past 20 years. As a result of the deep learning and collaboration that Roger inspired, the strategies of promoting state systemic SEL evolved across time. To create policy change for SEL, Roger recognized the need to unite state policymakers with experts and funders to develop and share policies in support of both students and adults. Leading with the experience of deep collaboration in one state, the success of implementing systemic SEL through the Collaborating Districts Initiative (CDI), and the unwavering collaborative mindset that was uniquely Roger, his vision led to a network, The Collaborating States Initiative (CSI). The CSI enables states to work together to create the conditions necessary for districts, schools, and educators to support the whole child. Through this collaborative network and Roger’s expertise, the concepts of SEL, resilience, character education, and youth development have spread to nearly every state, and the process of implementing systemic SEL continues to thrive, even within various political environments. Roger’s bold vision for systemic SEL lives on with CASEL’s work with states today and has formed a strong foundation for the future. In this article, Roger's collaborators reflect on the history, progress, and future directions of state policy work and its extensive impact on millions of students and adults.

在所有50个州促进社会和情感学习（SEL）意味着什么？这是罗杰·韦斯伯格博士在过去20年里与学术、社会和情感学习合作组织（CASEL）开始与国家决策者、资助者和专家合作时提出的一个有远见的问题。由于罗杰启发的深度学习和协作，促进状态系统SEL的策略随着时间的推移而发展。为了为SEL创造政策变化，罗杰认识到需要将国家政策制定者与专家和资助者联合起来，共同制定和分享支持学生和成年人的政策。凭借在一个州的深度合作经验，通过合作地区倡议（CDI）成功实施系统SEL，以及罗杰独特的坚定不移的合作心态，他的愿景导致了一个网络，即合作州倡议（CSI）。CSI使各州能够共同努力，为地区、学校和教育工作者创造必要的条件，以支持整个儿童。通过这个合作网络和罗杰的专业知识，SEL，弹性，性格教育和青少年发展的概念已经传播到几乎每个州，实施系统SEL的过程继续蓬勃发展，即使在各种政治环境中。Roger对系统性SEL的大胆设想与CASEL今天与各州的合作密切相关，并为未来奠定了坚实的基础。在这篇文章中，罗杰的合作者反思了国家政策工作的历史、进展和未来方向，以及它对数百万学生和成年人的广泛影响。

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引用次数: 0