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

英文中文

Erratum to “Supporting SEL in childcare centers with curriculum enrichment and an adapted professional development model” [Soc. Emot. Learn. Res. Pract. Policy, 3 (2024) 100036] “通过课程丰富和适应的专业发展模式来支持托儿中心的SEL”的勘误[Soc]。条件。学习。Pract >,政策，3 (2024)100036]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-10-04 DOI: 10.1016/j.sel.2025.100145

Janet A. Welsh , Karen L. Bierman , Linda N. Jacobson , Claudia C. Mincemoyer , Julia M. Gest , Damon E. Jones , Leah Hunter Matt , Benjamin L. Bayly

引用次数: 0

Circle Up Self-Regulatory Framework: Integrating social, emotional, and academic learning 循环自我调节框架：整合社会，情感和学术学习

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-07-10 DOI: 10.1016/j.sel.2025.100133

Jess Gropen, Katie Bevan, Bill Wilmot

While there is growing recognition that social-emotional learning (SEL) programs integrated with academic learning hold promise for increasing student engagement and academic achievement, there is a need for approaches to integrated SEL that provide an explicit account of how they enhance academic achievement and that can be applied to any subject matter (i.e., that are discipline-agnostic). This Perspectives article presents the Circle Up Self-Regulatory Framework (CU Framework). Drawing on research on motivation, emotion, and self-regulation, the CU Framework addresses the thoughts, feelings, and actions that arise during learning activities as students grapple with reaching their learning goals. Specifically, the Framework is based on an elaboration of Zimmerman’s (2000) self-regulatory cycle and is organized around three person-oriented learning patterns: strategic learning (to help students be strategic in reaching their learning goals); meaningful learning (to help students ignite their passion for learning); and resilient learning (to help students see challenges as opportunities for growth). After each learning pattern is presented, the paper discusses how all three patterns work in combination and how they have been used as a set of constraints on co-designing tools, strategies, and routines with education partners. The paper concludes with a summary and discussion of limitations and future directions.

Impact Statement

Provides an explicit research-based framework for integrated social-emotional learning (SEL) based on a synthesis of research in self-regulation, motivation, emotion, mindset, and engagement; argues for a goal-oriented approach to integrated SEL that addresses the thoughts, feelings, and actions that arise during learning activities as students grapple with reaching their learning goals; responds to the need for integrated SEL approaches that provide an explicit account of how they enhance academic achievement; responds to the need for more discipline-agnostic integrated SEL programs that can be applied generally; supports student learning that is strategic, meaningful, and resilient; increases student engagement and academic achievement.

虽然越来越多的人认识到，与学术学习相结合的社会情感学习（SEL）项目有望提高学生的参与度和学业成就，但我们需要一种整合SEL的方法，这种方法可以明确地说明它们如何提高学业成就，并且可以应用于任何学科（即学科不可知论）。这篇展望文章介绍了向上循环自我监管框架（CU框架）。通过对动机、情感和自我调节的研究，CU框架解决了学生在努力实现学习目标时在学习活动中产生的思想、感觉和行为。具体来说，该框架是基于对Zimmerman（2000）自我调节周期的阐述，并围绕三种以人为本的学习模式进行组织：战略性学习（帮助学生在达到学习目标时具有战略性）；有意义的学习（帮助学生点燃学习热情）；以及弹性学习（帮助学生将挑战视为成长的机会）。在介绍了每种学习模式之后，本文讨论了这三种模式是如何结合起来工作的，以及它们如何被用作与教育伙伴共同设计工具、策略和例程的一组约束。文章最后总结并讨论了局限性和未来的发展方向。影响陈述：基于自我调节、动机、情绪、心态和参与的综合研究，为综合社会情绪学习（SEL）提供了一个明确的研究框架；主张以目标为导向的综合SEL方法，解决学生在努力实现学习目标时在学习活动中产生的思想、感受和行动；回应对综合SEL方法的需求，明确说明他们如何提高学业成绩；回应了对更多学科不可知的综合SEL项目的需求，这些项目可以普遍应用；支持学生战略性的、有意义的、有弹性的学习；提高学生的参与度和学业成绩。

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引用次数: 0

The role of educators in school-based social and emotional learning 教育工作者在校本社会和情感学习中的作用

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-07-22 DOI: 10.1016/j.sel.2025.100134

Nicole A. Elbertson , Patricia A. Jennings , Marc A. Brackett

Now, more than ever, schools are embracing social and emotional learning (SEL). Most SEL programs center on educators teaching children specific competencies and skills related to self-awareness, relationships, self-regulation, empathy, problem solving, and perspective taking. Professional development to support high-quality implementation generally introduces teachers to the lessons they will deliver to their students. But more recently, there has been a greater focus on professional development identified as educator SEL. The term, however, is elusive, as there is no agreed-upon definition in the field about what that educator SEL entails. In this article, we describe three domains of educator SEL: (1) delivering direct instruction on SEL to students, (2) integrating SEL principles and skills into their teaching practices, and (3) developing their own SEL competencies to support their own well-being and serve as effective role models for students. This article presents a comprehensive model of educator SEL, which includes the adult as learner, role model, infuser, and direct instructor. Drawing on the latest research, we present this model and discuss implications for policy, practice, and research.

现在，学校比以往任何时候都更喜欢社交和情感学习（SEL）。大多数SEL项目的重点是教育工作者教授孩子们与自我意识、人际关系、自我调节、同理心、解决问题和接受观点有关的特定能力和技能。支持高质量实施的专业发展通常会向教师介绍他们将向学生传授的课程。但最近，人们更加关注专业发展，即教育工作者SEL。然而，这个术语是难以捉摸的，因为在这个领域没有关于教育者SEL的一致定义。在本文中，我们描述了教育者SEL的三个领域：(1)向学生提供直接的SEL指导；(2)将SEL原则和技能融入他们的教学实践；(3)发展他们自己的SEL能力，以支持他们自己的福祉，并成为学生的有效榜样。本文提出了一个全面的教育SEL模式，包括成人作为学习者、榜样、灌输者和直接指导者。根据最新的研究，我们提出了这个模型，并讨论了对政策、实践和研究的影响。

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引用次数: 0

Erratum to “What do parents know about social-emotional learning in their children’s schools? Gaps and opportunities for strengthening intervention impact” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100065] 对“父母对孩子在学校的社交情绪学习了解多少？”社会与情感学习：研究、实践与政策4 (2024)100065

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-10-15 DOI: 10.1016/j.sel.2025.100148

Alison L. Drew , Kimberly A. Rhoades , J. Mark Eddy , Amy M. Smith Slep , Tia E. Kim , Cailin Currie

引用次数: 0

Erratum regarding missing Declaration of Competing Interest statements in previously published articles 关于先前发表的文章中缺少竞争利益声明的勘误表

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-10-04 DOI: 10.1016/j.sel.2025.100142

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 : 2025-12-01 Epub 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

Impact of schoolwide support for social and emotional learning: The effect of the CASEL school guide on organizational capacity for SEL and systemic SEL 学校对社会和情感学习支持的影响：CASEL学校指南对SEL组织能力和系统SEL的影响

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-10-09 DOI: 10.1016/j.sel.2025.100156

Celene E Domitrovich , Yibing Li , Kimberly Kendziora , Mark T. Greenberg

Social and emotional learning (SEL) has become an important part of education for many U.S. schools, yet research has not provided sufficient guidance on how support whole school systemic approaches to SEL. This study tested the effects of the CASEL School Guide, an innovative model of implementation support for schoolwide SEL, on staff perceptions of SEL organizational capacity, culture, and integration. The data were from a cluster-randomized controlled trial with 28 low performing, urban elementary schools. All schools delivered the PATHS Curriculum with its standard model of training and support. Half the schools also received monthly coaching support as part of the CASEL School Guide. The results of growth curve analyses indicated that education staff in both conditions improved on all seven target outcomes improvements with slower rates on six outcomes during the follow-up year. The perceptions of needs and stakeholder involvement in PATHS + School Guide schools improved faster but this advantage leveled off by the final data collection. No significant differences were found for vision and data use between conditions. The intervention influenced how staff perceived SEL integration but not SEL culture. The initial faster growth in SEL integration among PATHS + School Guide schools also slowed by the final time point. Finally, teacher experience did not moderate the effects of the School Guide intervention, as indicated by non-significant three-way interactions. However, School Guide support helped early career teachers in PATHS + School Guide schools close the gap with experienced teachers faster than their counterparts in PATHS-Standard schools.

社会和情感学习（SEL）已经成为许多美国学校教育的重要组成部分，然而研究并没有提供足够的指导，如何支持全校系统的SEL方法。本研究测试了CASEL学校指南（一种支持全校SEL实施的创新模式）对员工对SEL组织能力、文化和整合的看法的影响。这些数据来自28所表现不佳的城市小学的随机对照试验。所有学校都提供具有标准培训和支持模式的PATHS课程。作为CASEL学校指南的一部分，一半的学校还获得了每月的辅导支持。增长曲线分析的结果表明，两种情况下的教育人员在所有7项目标成果改进方面都有所改善，但在后续一年里，6项成果的改善速度较慢。在PATHS + 学校指南项目中，对需求的认识和利益相关者的参与改善得更快，但这种优势在最终的数据收集中趋于稳定。在两种情况下，视力和数据使用没有显著差异。干预影响员工对SEL整合的感知，但对SEL文化没有影响。PATHS + 学校指南学校在SEL整合方面最初较快的增长也在最后一个时间点放缓。最后，教师经验并没有调节学校指导干预的效果，正如非显著的三方互动所表明的那样。然而，学校指南的支持帮助PATHS + 学校指南学校的早期职业教师比path - standard学校的同行更快地缩小了与经验丰富教师的差距。

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引用次数: 0

The role of students’ reporting of emotional experiences in mathematics achievement: Results from an e-learning platform 学生情绪体验报告在数学成绩中的作用：来自电子学习平台的结果

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-09-04 DOI: 10.1016/j.sel.2025.100140

Jae H. Paik , Igor Himelfarb , Seung Hee Yoo , Jong Tak Lee , Hoyong Ha

The present study investigated the relationship between South Korean elementary students’ reporting of their emotions and their mathematics performance within a digital learning environment. Data from 1075 randomly selected South Korean elementary students were extracted from a provincial Learning Management System. Students voluntarily reported their daily emotional states as part of social and emotional learning activities. Mathematics performance was assessed using integrated math assessments that are regularly administered through the online platform. Three distinct subclasses of emotion reporting patterns emerged: students reporting both positive and negative emotions, students reporting only the positive emotions, and students who opted not to report any emotions. Significant differences in students’ mathematics performance were found among these emotion reporting subclasses, with students reporting both positive and negative emotions performing the best, followed by those reporting only positive emotions, and students opting to not report their emotions performing the worst. The frequency of student engagement in this emotion reporting activity and reporting Happy emerged as the key predictors for higher mathematics performance, while other predictors, such as reporting negative emotions (Sad and Angry), were identified as moderate predictors. This study provides empirical evidence that reporting both positive and negative emotional states is related to higher mathematics achievement among South Korean elementary school students. These findings suggest that it would be helpful for students to integrate emotion focused activities into South Korean school settings for a more holistic approach to education.

本研究调查了韩国小学生在数字学习环境中情绪报告与数学成绩之间的关系。从一个省级学习管理系统中随机抽取了1075名韩国小学生的数据。作为社交和情感学习活动的一部分，学生们自愿报告他们的日常情绪状态。数学成绩是通过在线平台定期管理的综合数学评估来评估的。情绪报告模式出现了三种不同的子类：学生报告积极情绪和消极情绪，学生只报告积极情绪，学生选择不报告任何情绪。在这些情绪报告子类中，学生的数学表现存在显著差异，同时报告积极情绪和消极情绪的学生表现最好，其次是只报告积极情绪的学生，而选择不报告情绪的学生表现最差。学生参与这种情绪报告活动和报告快乐的频率成为提高数学成绩的关键预测因素，而其他预测因素，如报告负面情绪（悲伤和愤怒），被认为是中等预测因素。本研究提供了实证证据，表明积极和消极情绪状态的报告与韩国小学生的高等数学成绩有关。这些发现表明，对于学生来说，将情感活动融入韩国的学校环境中，以获得更全面的教育方法是有帮助的。

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引用次数: 0

“Once upon a time there was an autonomic response”: Developing a praxis for integrating polyvagal theory into early childhood education to improve children’s emotion regulation “曾几何时，有一种自主反应”：将多迷走神经理论融入幼儿教育，提高儿童情绪调节能力的实践

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-12-01 Epub Date: 2025-06-20 DOI: 10.1016/j.sel.2025.100127

Alice-Simone Balter , Jane Bertrand , Ellen Katz

This article aims to deepen understandings of emotion regulation by using Polyvagal Theory to situate the autonomic nervous system as the catalyst of emotional dysregulation and regulation. Early childhood educators are key socializers of emotion regulation, thus, we present a praxis to consider the polyvagal perspective and impact of responsive relationships, play environments, and mindfulness practices in early learning settings. This article puts forth a novel contribution of theoretical and implementable emotion regulation skills from a polyvagal perspective in early childhood education contexts.

本文旨在运用多迷走神经理论，将自主神经系统定位为情绪失调和调节的催化剂，从而加深对情绪调节的理解。幼儿教育工作者是情绪调节的关键社交者，因此，我们提出了一个实践来考虑多迷走神经的观点和反应性关系的影响，游戏环境，以及早期学习环境中的正念练习。本文从多迷走神经的角度提出了幼儿教育背景下理论和可实施的情绪调节技能的新贡献。

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 : 2025-12-01 Epub 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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