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

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Erratum to “Cultural adaptation of the DESSA high-school student self report for chinese adolescents” [Social and Emotional Learning: Research, Practice, and Policy 4 (2024) 100055] “中国青少年DESSA高中生自我报告的文化适应”[社会与情感学习：研究、实践与政策4 (2024)100055]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-07 DOI: 10.1016/j.sel.2025.100146

Evelyn. Johnson , Yuzhu Zheng , Matthew Buczek , Yan Ping , Daibao Guo

引用次数: 0

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 : 2025-10-04 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

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 : 2025-10-04 DOI: 10.1016/j.sel.2025.100142

引用次数: 0

Erratum to “Feel your best self: Insights from elementary teachers’ use in teaching emotion-focused coping strategies” [Social and Emotional Learning: Research, Practice, and Policy Vol. 3 (June) (2024) 100037] “感受你最好的自己：从小学教师在教学中使用以情绪为中心的应对策略的见解”的勘误[社会和情绪学习：研究，实践和政策卷3（6月）（2024）100037]

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-10-01 DOI: 10.1016/j.sel.2025.100144

Jessica B. Koslouski, Emily A. Iovino, Sandra M. Chafouleas

引用次数: 0

Articulating Israel’s first developmentally appropriate SEL standards from birth to age 18 years via collaborative action research 通过合作行动研究阐明以色列第一个从出生到18岁的发展相适应的SEL标准

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-09-26 DOI: 10.1016/j.sel.2025.100143

Daphne Kopelman-Rubin , Netta Sagie , Heidi J. Gleit , Iris Heskia-Barad , Mark T. Greenberg

This study presents the first attempt in Israel to articulate developmentally appropriate social-emotional learning (SEL) standards through a collaborative process in a major local authority home to a diverse population. Between September 2020 and August 2023, the initiative employed collaborative action research methodology, engaging researchers, local leaders, and educators. The first two years focused on co-developing SEL standards, while the third year centered on synthesizing insight and preparing for follow-up research in additional communities. The present article focuses on the first two years (i.e., September 2020 to August 2022), during which the process integrated CASEL’s SEL framework and the Delphi method to generate broad stakeholder consensus. The resulting framework includes 13 SEL competencies, organized into three core domains: intrapersonal, interpersonal, and responsible decision-making. Each competency is accompanied by a continuum of 2–6 developmental benchmarks (goals) for a series of age groups from birth to age 18. Findings highlight the value of interdisciplinary collaboration and local adaptation. While the standards are grounded in one culturally diverse local authority, further culturally responsive development is required to tailor the standards to various groups in Israel, including Arab society. The study emphasizes the importance of participatory approaches and the need for future research on implementation, assessment, and the inclusion of voices such as students and parents. The proposed framework offers a foundational model for advancing SEL in diverse educational systems worldwide.

Impact statement

This article presents the rationale and multi-stage process of formulating developmentally appropriate SEL standards through broad stakeholder consensus in a diverse Israeli local authority. It shares examples from the resulting standards and the inclusive methodology used to create them. As one of the first documented efforts outside the US to develop contextually grounded SEL standards, the article provides a potential model for policymakers and practitioners in other local authorities, both in Israel and internationally, seeking to implement effective, data-informed SEL frameworks.

本研究提出了在以色列首次尝试通过一个主要的地方当局的合作过程来阐明与发展相适应的社会情感学习（SEL）标准。在2020年9月至2023年8月期间，该倡议采用了协作行动研究方法，吸引了研究人员、地方领导人和教育工作者。前两年的重点是共同开发SEL标准，而第三年的重点是综合见解并为其他社区的后续研究做准备。本文重点关注前两年（即2020年9月至2022年8月），在此期间，该过程集成了CASEL的SEL框架和德尔菲方法，以产生广泛的利益相关者共识。最终的框架包括13个SEL能力，分为三个核心领域：人际关系、人际关系和负责任的决策。每项能力都伴随着从出生到18岁的一系列年龄组的2-6个发展基准（目标）。研究结果突出了跨学科合作和地方适应的价值。虽然这些标准以一个文化多样化的地方当局为基础，但需要进一步的文化响应发展，以使这些标准适合以色列的不同群体，包括阿拉伯社会。该研究强调了参与式方法的重要性，以及对实施、评估和纳入学生和家长等声音的未来研究的必要性。所提出的框架为在全球不同的教育系统中推进SEL提供了一个基础模型。本文介绍了通过广泛的利益相关者共识，在以色列不同的地方当局制定适合发展的SEL标准的基本原理和多阶段过程。它分享了由此产生的标准的示例以及用于创建这些标准的包容性方法。作为美国以外最早记录的开发基于情境的SEL标准的努力之一，本文为以色列和国际上其他地方当局的政策制定者和实践者提供了一个潜在的模型，以寻求实施有效的、数据知情的SEL框架。

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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 : 2025-09-10 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

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 : 2025-09-04 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

Pre-service teachers’ perceptions of state legislation related to SEL, gender and sexuality, race and racism, and firearms at school: A source of stress and concern about student well-being 职前教师对与SEL、性别和性行为、种族和种族主义以及学校枪支相关的州立法的看法：对学生福祉的压力和关注的来源

Social and Emotional Learning: Research, Practice, and Policy

Pub Date : 2025-08-20 DOI: 10.1016/j.sel.2025.100139

Summer S. Braun , Alison L. Hooper

Despite the rise of education-related legislation, research on teachers’ perceptions of this legislation is notably absent. Of focus in this study were four timely legislative topics which have recently received much attention: legislation restricting the teaching of social and emotional learning (SEL), gender and sexuality, race and racism, and allowing educators carrying firearms at school. In reference to these legislative topics, this study assessed pre-service teachers’ support of the legislation, extent to which the legislation was impacting their occupational health, and perceptions of the consequences of the legislation on their students’ well-being. Results from a sample of 92 pre-service teachers indicated varying support for this legislation, but also that the legislation was a source of stress, and that students would be negatively impacted by these policies. Teachers’ support for the legislation and perceptions of impacts on students were correlated with teachers’ political affiliation. Across legislative topics, however, teachers were most united in their support for SEL. Implications for policy and practice are discussed.

尽管与教育相关的立法有所兴起，但对教师对这一立法的看法的研究却明显缺失。本研究的重点是最近受到广泛关注的四个及时的立法主题：限制社会和情感学习（SEL）教学的立法，性别和性，种族和种族主义，以及允许教育工作者在学校携带枪支。针对这些立法主题，本研究评估了职前教师对立法的支持程度、立法对其职业健康的影响程度以及对立法对其学生福祉的影响的看法。对92名职前教师的抽样调查结果表明，对这项立法的支持程度各不相同，但也表明这项立法是压力的来源，学生将受到这些政策的负面影响。教师对立法的支持和对学生影响的感知与教师的政治派别相关。然而，在立法议题中，教师们对SEL的支持是最一致的。对政策和实践的影响进行了讨论。

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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 : 2025-08-15 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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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 : 2025-08-05 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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