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

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 : 2025-11-16 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

Mindful qualities of teaching: A collaborative analysis of teachers’ recollections of classroom interactions 教学的正念品质：教师课堂互动回忆的合作分析

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-11-03 DOI: 10.1016/j.sel.2025.100162

Corissa S. Mazurkiewicz , Almut K. Zieher , Kylie Anglin

Teaching is a stressful profession that requires extensive social-emotional competence. Interventions that promote mindfulness offer one promising approach to supporting teacher social-emotional competence, while improving teacher well-being. However, we still have a limited understanding of how mindfulness operates within teachers, in their thoughts and experiences of classroom interactions. That is, we have little understanding of mindful teaching. This is due in part to challenges that come with trying to “peek into the mind.” In this study, we aim to “peek into the mind” of teachers through analysis of same-day teacher written recollections of classroom interactions. With a panel of contemplative practitioners with teaching experience, we collaboratively identify evidence and counter-evidence of mindfulness in these recollections, deriving insights into the nature of mindful teaching. Through inductive analysis, we identified eight mindful qualities: self-awareness, observation, presence, compassion, discernment, responsivity, wisdom, and curiosity. We illuminate how evidence of the presence – and equally important – the absence of each of these qualities within a given moment may be reflected in teacher recollections of their internal experience. We close with implications for mindfulness trainings to promote teacher social-emotional competence and for measure development.

Impact Statement

Mindfulness or applying an open, non-judgmental attitude to present-moment attention is context specific. Mindfulness during a yoga class is likely different from mindfulness in a K-12 classroom. We set out to better understand mindful teaching (i.e. applying mindfulness to the teaching context). Based on teacher recollections of classroom interactions, we identified eight mindful qualities. Five reflect a continuum from low to high mindfulness: self-awareness, observation, presence, discernment and compassion. Three reflect a dialectic with mindfulness at the balance point: responsivity, wisdom, and curiosity. These qualities can inform context-specific mindfulness interventions for teachers supporting social emotional competence and further measurement development.

教学是一个压力很大的职业，需要广泛的社会情感能力。促进正念的干预提供了一种有希望的方法来支持教师的社会情感能力，同时提高教师的幸福感。然而，我们对正念如何在教师的思想和课堂互动经验中发挥作用的理解仍然有限。也就是说，我们对正念教学知之甚少。这在一定程度上是由于试图“窥视心灵”所带来的挑战。在这项研究中，我们的目的是通过分析当天教师课堂互动的书面回忆来“窥探教师的思想”。与一组具有教学经验的冥想实践者一起，我们在这些回忆中共同识别正念的证据和反证据，从而深入了解正念教学的本质。通过归纳分析，我们确定了八种正念品质：自我意识、观察、在场、同情、辨别、反应、智慧和好奇心。我们阐明了存在的证据——同样重要的是——这些品质在特定时刻的缺失可能反映在教师对他们内心经验的回忆中。最后，我们提出了正念训练对教师社会情感能力提升和测量发展的启示。影响陈述正念或以一种开放的、不加评判的态度对待当下的注意力是特定于上下文的。瑜伽课上的正念可能与K-12课堂上的正念不同。我们开始更好地理解正念教学（即将正念应用于教学环境）。根据教师对课堂互动的回忆，我们确定了八种正念品质。其中五个反映了从低到高的正念连续体：自我意识、观察、在场、辨别和同情。三个反映了正念在平衡点上的辩证：反应，智慧和好奇心。这些品质可以为教师提供特定情境的正念干预，以支持社会情感能力和进一步的测量发展。

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引用次数: 0

Neurodiverse youth book clubs for transformative and inclusive social emotional learning 神经多样化的青年读书俱乐部，用于变革和包容性的社会情感学习

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-11-01 DOI: 10.1016/j.sel.2025.100163

Jody Polleck

This qualitative study explores the experiences of 10 neurodiverse adolescents who participated in youth-led book clubs at a specialized secondary school in Amsterdam. Over a five-month period, students met weekly to read Marcelo in the Real World and engage in structured discussions that emphasized literacy development and social-emotional learning (SEL). Data sources included 22 pre- and post-interviews and 24 transcribed book club sessions, which were analyzed through a two-cycle thematic coding process. Analysis of the interviews and transcripts revealed that book clubs can function as powerful forums for centering transformative and inclusive SEL. Specifically, findings informed the development of a five-domain framework that reconceptualizes CASEL’s SEL model, including (1) self-awareness and identity development, (2) social awareness, (3) thoughtful and intentional decision-making, (4) relationship-building and nurturing, and (5) agency, social responsibility, and voice. This framework broadens SEL by integrating equity, student voice, and neurodiverse perspectives, offering a more inclusive approach to social-emotional growth. From a practical standpoint, the findings demonstrate how educators can design low-cost, flexible, and participatory book clubs that affirm students’ identities while cultivating joy, empathy, and critical consciousness. This study contributes to scholarship on transformative and inclusive SEL and provides concrete strategies for inclusive practices.

本定性研究探讨了10名神经多样性青少年的经历，他们参加了阿姆斯特丹一所特殊中学的青年领导的读书俱乐部。在五个月的时间里，学生们每周聚会一次，阅读《现实世界中的马塞洛》（Marcelo in Real World），并参与强调读写能力发展和社会情感学习（SEL）的结构化讨论。数据来源包括22个访谈前后和24个书友会会议记录，通过两个周期的主题编码过程进行分析。对访谈和文字记录的分析表明，读书俱乐部可以作为强大的论坛，以变革和包容性的SEL为中心。具体而言，研究结果为CASEL的SEL模型重新定义的五领域框架的发展提供了信息，包括(1)自我意识和身份发展，(2)社会意识，(3)深思熟虑和有意的决策，(4)关系建立和培养，(5)代理，社会责任和发言权。这个框架通过整合公平、学生的声音和神经多样性的观点，拓宽了SEL，为社会情感的发展提供了一个更具包容性的方法。从实际的角度来看，研究结果展示了教育工作者如何设计低成本、灵活和参与性的读书俱乐部，在培养快乐、同理心和批判意识的同时，肯定学生的身份。本研究为变革性和包容性SEL的学术研究做出了贡献，并为包容性实践提供了具体策略。

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引用次数: 0

Preliminary feasibility study of a global training-of-trainers for the Social, Emotional and Ethical Learning program 社会、情感和伦理学习计划的全球培训师培训的初步可行性研究

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-29 DOI: 10.1016/j.sel.2025.100164

Tenzin Sonam , Corina Aguilar-Raab , Christa Tinari , Robert W. Roeser

The SEE Learning® (Social, Emotional and Ethical Learning Program) is a K-12 curriculum developed at Emory University and launched globally in 2019. The program aims to foster awareness, compassion, and ethical engagement in students. To address the high demand for the program across the world, a hybrid training-of-trainers (ToT) course was introduced in 2020. This paper presents the model for this ToT course, as well as feasibility data regarding trainees' experience of it. Given the lack of evidence-based models for effectively training trainers to deliver social and emotional learning (SEL) programs, this mixed-method feasibility study is meant to spur more discussion and research on the topic. The study, involving N = 166 trainees from 21 countries, aimed to answer three questions: 1) What were the qualifications and motivations of those selected into the ToT program? 2) How did the trainees respond to the program components and what aspects were perceived to be most effective? 3) What outcomes did they experience from receiving the program? Trainees indicated their motivations to enhance their knowledge of SEE Learning and to inspire teachers in their application program in the classroom. They also reported small group meetings as the most impactful in their understanding of the concepts, as well as their practice of the training competencies. Results indicated that trainees experienced an increase in content knowledge and confidence in applying the facilitation skills to train educators in the SEE Learning program. Preliminary results showed 72 % of trainees were certified at the conclusion of the ToT course. Implications for similar global efforts are discussed.

SEE Learning®（社交、情感和道德学习计划）是埃默里大学开发的K-12课程，于2019年在全球推出。该项目旨在培养学生的意识、同情心和道德参与。为了满足全球对该计划的高需求，2020年推出了混合培训师培训（ToT）课程。本文提出了ToT课程的模式，以及学员体验的可行性数据。鉴于缺乏有效培训培训师提供社会和情感学习（SEL）课程的循证模型，这项混合方法可行性研究旨在激发对该主题的更多讨论和研究。该研究涉及N = 来自21个国家的166名学员，旨在回答三个问题：1)入选ToT项目的人的资格和动机是什么？2)受训者对项目组成部分的反应如何？哪些方面被认为是最有效的？3)他们从接受这个项目中获得了什么结果？学员们表示，他们的动机是提高他们对SEE学习的认识，并在课堂上的应用项目中激励老师。他们还报告说，小组会议在他们对概念的理解以及培训能力的实践方面是最有效的。结果表明，受训人员在内容知识和信心方面都有所增加，并对在SEE学习计划中应用促进技能培训教育者有信心。初步结果显示，72% %的学员在ToT课程结束时获得了认证。讨论了对类似全球努力的影响。

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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 : 2025-10-26 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

An examination of factors influencing teachers’ fidelity to and capacity for SEL 影响教师SEL忠诚度和能力的因素研究

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-25 DOI: 10.1016/j.sel.2025.100160

Jerome Graham

Social and emotional learning (SEL) is increasingly recognized as an important aspect of the school improvement process as more states, districts, and schools seek to improve the socioemotional and academic outcomes of students. Despite its growing popularity, and the centrality of teachers in SEL, only a paucity of current scholarship empirically and/or theoretically examines their perceptions of their competency for and fidelity to SEL implementation, and the factors by which both are influenced. This study interviewed 21 teachers from four districts to explores teachers' perceptions of their competence in implementing SEL interventions and the factors influencing their ability to effectively integrate SEL practices into the classroom. Findings reveal that while teachers generally feel competent in relationship-building and empathy, they struggle with applying SEL principles during behavioral challenges, particularly in the face of role ambiguity, stressors, and limited professional development support. The research highlights how personal experiences and identity shape teachers' commitment to SEL, with school leadership playing a key role in creating supportive environments. However, macro-level challenges, including standardized testing pressures and socioeconomic inequities, hinder SEL implementation, particularly in schools serving marginalized students. The study suggests that addressing these challenges and providing systemic support can improve SEL practices and enhance student well-being.

随着越来越多的州、地区和学校寻求改善学生的社会情感和学业成绩，社会和情感学习（SEL）越来越被认为是学校改进过程的一个重要方面。尽管它越来越受欢迎，教师在SEL中处于中心地位，但目前只有很少的学者从经验和/或理论上考察他们对SEL实施的能力和忠诚的看法，以及两者受到影响的因素。本研究访问了来自四个地区的21名教师，探讨教师对自己实施SEL干预能力的看法，以及影响他们有效地将SEL实践融入课堂的能力的因素。研究结果显示，虽然教师普遍认为自己在建立关系和移情方面有能力，但他们在行为挑战中难以应用SEL原则，特别是在面对角色模糊、压力源和有限的专业发展支持时。该研究强调了个人经历和身份如何影响教师对SEL的承诺，而学校领导在创造支持性环境方面发挥了关键作用。然而，宏观层面的挑战，包括标准化考试压力和社会经济不平等，阻碍了SEL的实施，特别是在为边缘化学生服务的学校。研究表明，解决这些挑战并提供系统支持可以改善SEL实践并提高学生的幸福感。

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引用次数: 0

Helping students weather the pandemic: A mixed-methods study of rural educators and their students’ wellbeing 帮助学生抵御疫情：农村教育工作者及其学生福利的混合方法研究

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-24 DOI: 10.1016/j.sel.2025.100161

Amanda J. Nguyen , Jieun Sung , Toshna Pandey , Candra Skrzypek , Kathy Hosig , Catherine P. Bradshaw

Rural schools have fewer resources to support student health and social-emotional wellbeing; they have also been underrepresented in education research and policy. Geographic variation influenced schools’ experiences of the pandemic, highlighting a myriad of ways in which it may have exacerbated pre-existing inequities based on rurality. This mixed-method study aimed to gain a better understanding of how the pandemic impacted the delivery of school-based mental and behavioral health supports to address the social and emotional needs of students and educators in rural schools across Virginia. Data were collected between July and December 2020. In Phase 1, we conducted group and individual qualitative interviews with 17 school staff and administrators. Phase 2 consisted of a largely quantitative online survey of 349 school staff from 37 rural districts. Both phases explored respondents’ perspectives of pandemic impacts on students’ academic and social-emotional well-being, school supports for students, and educators’ personal and occupational health. Open-ended survey questions provided further insight into survey responses. Educators reported substantial negative impacts across all domains. Comparative analyses identified disproportionate concerns reported by women, staff serving higher grade levels, and educators of color. Positive impacts included benefits of alternative instruction for some students, as well as staff professional growth and reassessment of values. Taken together, study findings highlight underrepresented rural educators’ experiences and the value of mixed-methods approaches for centering educator voice.

农村学校支持学生健康和社会情感健康的资源较少；她们在教育研究和政策方面的代表性也不足。地理差异影响了学校对大流行的体验，凸显出它可能在许多方面加剧了先前存在的基于农村的不平等。这项混合方法研究旨在更好地了解大流行如何影响以学校为基础的心理和行为健康支持的提供，以满足弗吉尼亚州农村学校学生和教育工作者的社会和情感需求。数据收集于2020年7月至12月。在第一阶段，我们对17名学校教职员和管理人员进行了小组和个人定性访谈。第二阶段包括对来自37个农村地区的349名学校员工进行大规模定量在线调查。这两个阶段都探讨了受访者对流行病对学生学业和社会情感健康、学校对学生的支持以及教育工作者个人和职业健康的影响的看法。开放式调查问题提供了对调查结果的进一步了解。教育工作者报告了所有领域的重大负面影响。比较分析发现，女性、高年级工作人员和有色人种教育工作者报告了不成比例的担忧。积极的影响包括对一些学生的替代教学的好处，以及员工的专业成长和价值观的重新评估。综上所述，研究结果突出了未被充分代表的农村教育工作者的经验，以及混合方法方法对集中教育工作者声音的价值。

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引用次数: 0

Erratum to “Civic reasoning depends on transcendent thinking: Implications of adolescent brain development for SEL” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100067] “公民推理依赖于先验思维：青少年大脑发育对SEL的影响”的勘误[社会和情感学习：研究、实践和政策4 (2024)100067]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-24 DOI: 10.1016/j.sel.2025.100151

Mary Helen Immordino-Yang , Christina Kundrak , Douglas Knecht , Jamaal Matthews

引用次数: 0

Erratum to “Positive Pedagogies: Co-creation partnerships to support social and emotional learning in higher education” [Social and Emotional Learning: Research, Practice, and Policy 3 (2024) 100035] “积极教学法：共同创造伙伴关系，以支持高等教育中的社会和情感学习”的勘误[社会和情感学习：研究，实践和政策3 (2024)100035]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-18 DOI: 10.1016/j.sel.2025.100155

Sharron L. Wilson , Elena Riva , Kate Lister

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]