Pub Date : 2025-06-01DOI: 10.1016/j.sel.2025.100124
Nanyamka M. Redmond , Jennifer Shubert , Peter C. Scales , Joanna Williams , Amy K. Syvertsen
This study investigated the role of culturally responsive teaching practices in promoting social-emotional outcomes in Black youth. Recognizing the importance of centering equity and justice in social-emotional learning (SEL), this study explored the associations between developmental relationships, culturally responsive teaching practices and social-emotional outcomes (stress management, resilience, and purpose). Additionally, the study examined age and experiences of discrimination as potential moderators of these associations. Developmental relationships were a robust predictor of social-emotional outcomes for Black youth, and equitable practices were also positively related to multiple outcomes. Findings around critical race and inclusive teaching practices were more nuanced, as was the finding that age and discrimination moderated some, but not all, main effects. Results underscore the need for continued theory and empirical work that considers the lived experiences of youth as a means for targeted efforts to promote the social-emotional development of Black youth.
{"title":"Unveiling potential: Culturally responsive teaching practices to catalyze social-emotional success in black youth","authors":"Nanyamka M. Redmond , Jennifer Shubert , Peter C. Scales , Joanna Williams , Amy K. Syvertsen","doi":"10.1016/j.sel.2025.100124","DOIUrl":"10.1016/j.sel.2025.100124","url":null,"abstract":"<div><div>This study investigated the role of culturally responsive teaching practices in promoting social-emotional outcomes in Black youth. Recognizing the importance of centering equity and justice in social-emotional learning (SEL), this study explored the associations between developmental relationships, culturally responsive teaching practices and social-emotional outcomes (stress management, resilience, and purpose). Additionally, the study examined age and experiences of discrimination as potential moderators of these associations. Developmental relationships were a robust predictor of social-emotional outcomes for Black youth, and equitable practices were also positively related to multiple outcomes. Findings around critical race and inclusive teaching practices were more nuanced, as was the finding that age and discrimination moderated some, but not all, main effects. Results underscore the need for continued theory and empirical work that considers the lived experiences of youth as a means for targeted efforts to promote the social-emotional development of Black youth.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100124"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144307039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-01DOI: 10.1016/j.sel.2025.100120
Christi Bergin , Nicole Brass , Lindsay Brockmeier , Alice Hung , Riley Rohler
Social-emotional (SE) standards have garnered substantial attention recently, both among the research community and in public policy forums. While state-level standards in early childhood and elementary schools have been common for over a decade, standards in secondary schools have only recently emerged in some states. In phase one, we conducted a systematic review of existing state standards in the United States for secondary schools in 2022. This review included an examination of standalone SE standards and those embedded in the state’s gifted, vocational, health, physical education, and counseling standards. For each state’s standards, we identified grade level and foundational frameworks. We found that 24 states had standalone s tandards for secondary students, and 20 states had standards applicable to secondary students embedded within health, physical, gifted, career technical education, or counseling curriculum. We identified 2200 state SE standards for secondary students. In phase two, we synthesized this unwieldly list to 11 SE competencies supported by developmental science, and prioritized in the American School Counselor Association standards, Common Career Technical Core Standards, and adaptive functioning indicators in the APA’s DSM-5. Implications for practice and research are discussed regarding the development of SE standards for secondary students
{"title":"Social-emotional standards for secondary students in the United States: A systematic review and synthesis","authors":"Christi Bergin , Nicole Brass , Lindsay Brockmeier , Alice Hung , Riley Rohler","doi":"10.1016/j.sel.2025.100120","DOIUrl":"10.1016/j.sel.2025.100120","url":null,"abstract":"<div><div>Social-emotional (SE) standards have garnered substantial attention recently, both among the research community and in public policy forums. While state-level standards in early childhood and elementary schools have been common for over a decade, standards in secondary schools have only recently emerged in some states. In phase one, we conducted a systematic review of existing state standards in the United States for secondary schools in 2022. This review included an examination of standalone SE standards and those embedded in the state’s gifted, vocational, health, physical education, and counseling standards. For each state’s standards, we identified grade level and foundational frameworks. We found that 24 states had standalone s tandards for secondary students, and 20 states had standards applicable to secondary students embedded within health, physical, gifted, career technical education, or counseling curriculum. We identified 2200 state SE standards for secondary students. In phase two, we synthesized this unwieldly list to 11 SE competencies supported by developmental science, and prioritized in the American School Counselor Association standards, Common Career Technical Core Standards, and adaptive functioning indicators in the APA’s DSM-5. Implications for practice and research are discussed regarding the development of SE standards for secondary students</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100120"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144184596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-01DOI: 10.1016/j.sel.2025.100107
Colleen S. Conley , Lauren M. Nowakowski , Maya Hareli , Carol H. Gonzales
This research presents a preliminary investigation of the implementation and impact of a social-emotional (SE) skill-building curriculum woven into a college Career and Life Planning course, stemming from a research-practice partnership with student-facing university staff. Across four semesters, using a prospective quasi-experimental design, students enrolled in an “as usual” version of the course (n = 58) or an SE-enhanced version (n = 71). Within-group analyses revealed small effects within the SE-enhanced curriculum, in select aspects of social-emotional skills across the semester, adjusting for baseline levels when relevant. Additionally, students in the SE-enhanced course did not display any detriments in career outcomes, nor elevations in perceived stress over the course of the semester. Additionally, among participants in the SE-enhanced class, higher levels of out-of-class skills practice (differentially, compared to far weaker influence of initial levels of emotional intelligence, class attendance over the semester, and grade in the course) significantly predicted greater benefits for numerous social-emotional outcomes, above and beyond baseline levels when relevant. This research indicates promising avenues for programmatic, sustainable efforts to promote social-emotional skills in college students, with benefits that can improve college student access and retention, campus climate, and institutional effectiveness.
Impact statement
This study, exploring the impact of integrating social-emotional learning (SEL) into a college Career and Life Planning course, offers valuable insights into promoting student wellbeing systemically. Students experienced modest improvements in psychosocial outcomes without sacrificing broader course-related benefits. Notably, the more students practiced social-emotional skills outside of class, the more they benefited. Filling a critical need for SEL research-practice partnerships more commonly seen in grades preK-12, this research provides practical, sustainable strategies for promoting college students’ wellbeing, with implications for improved access, retention, and institutional effectiveness. It is a valuable resource for educators, policymakers, and anyone invested in students’ success.
{"title":"Building social-emotional skills in a college career and life planning course: A preliminary investigation of the impact of skills practice on wellbeing","authors":"Colleen S. Conley , Lauren M. Nowakowski , Maya Hareli , Carol H. Gonzales","doi":"10.1016/j.sel.2025.100107","DOIUrl":"10.1016/j.sel.2025.100107","url":null,"abstract":"<div><div>This research presents a preliminary investigation of the implementation and impact of a social-emotional (SE) skill-building curriculum woven into a college Career and Life Planning course, stemming from a research-practice partnership with student-facing university staff. Across four semesters, using a prospective quasi-experimental design, students enrolled in an “as usual” version of the course (<em>n</em> = 58) or an SE-enhanced version (<em>n</em> = 71). Within-group analyses revealed small effects within the SE-enhanced curriculum, in select aspects of social-emotional skills across the semester, adjusting for baseline levels when relevant. Additionally, students in the SE-enhanced course did not display any detriments in career outcomes, nor elevations in perceived stress over the course of the semester. Additionally, among participants in the SE-enhanced class, higher levels of out-of-class skills practice (differentially, compared to far weaker influence of initial levels of emotional intelligence, class attendance over the semester, and grade in the course) significantly predicted greater benefits for numerous social-emotional outcomes, above and beyond baseline levels when relevant. This research indicates promising avenues for programmatic, sustainable efforts to promote social-emotional skills in college students, with benefits that can improve college student access and retention, campus climate, and institutional effectiveness.</div></div><div><h3>Impact statement</h3><div>This study, exploring the impact of integrating social-emotional learning (SEL) into a college Career and Life Planning course, offers valuable insights into promoting student wellbeing systemically. Students experienced modest improvements in psychosocial outcomes without sacrificing broader course-related benefits. Notably, the more students practiced social-emotional skills outside of class, the more they benefited. Filling a critical need for SEL research-practice partnerships more commonly seen in grades preK-12, this research provides practical, sustainable strategies for promoting college students’ wellbeing, with implications for improved access, retention, and institutional effectiveness. It is a valuable resource for educators, policymakers, and anyone invested in students’ success.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100107"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144263975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-06-01DOI: 10.1016/j.sel.2025.100123
Joseph A. Durlak , Joseph L. Mahoney , Celene E. Domitrovich
Trying to help millions of schoolchildren is indeed a bold and ambitious idea. Ideas are important and have resulted in some major societal changes, but how does one go from an idea to reality? In this paper, we first describe several principles associated with SEL and offer examples of Roger P. Weissberg’s initiatives illustrating the use of these principles in action. We believe that Roger’s leadership in following these principles contributed to the growth and success of the field and achieved his vision of helping millions of schoolchildren. Second, each of us offers a few examples of our own work with Roger and our personal observations and commentary about these experiences as they relate to principles of SEL.
试图帮助数百万学龄儿童确实是一个大胆而雄心勃勃的想法。想法很重要，并导致了一些重大的社会变化，但一个人如何从一个想法到现实？在本文中，我们首先描述了与SEL相关的几个原则，并提供了Roger P. Weissberg倡议的例子，说明了这些原则在行动中的使用。我们相信罗杰在遵循这些原则方面的领导作用有助于该领域的发展和成功，并实现了他帮助数百万学童的愿景。其次，我们每个人都提供了一些我们自己与罗杰一起工作的例子，以及我们对这些经验的个人观察和评论，因为它们与SEL原则有关。
{"title":"How Roger Weissberg accomplished his vision to help millions of schoolchildren: Our personal perspectives","authors":"Joseph A. Durlak , Joseph L. Mahoney , Celene E. Domitrovich","doi":"10.1016/j.sel.2025.100123","DOIUrl":"10.1016/j.sel.2025.100123","url":null,"abstract":"<div><div>Trying to help millions of schoolchildren is indeed a bold and ambitious idea. Ideas are important and have resulted in some major societal changes, but how does one go from an idea to reality? In this paper, we first describe several principles associated with SEL and offer examples of Roger P. Weissberg’s initiatives illustrating the use of these principles in action. We believe that Roger’s leadership in following these principles contributed to the growth and success of the field and achieved his vision of helping millions of schoolchildren. Second, each of us offers a few examples of our own work with Roger and our personal observations and commentary about these experiences as they relate to principles of SEL.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100123"},"PeriodicalIF":0.0,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144203561","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-23DOI: 10.1016/j.sel.2025.100121
Sarah K. Ura , Jessica W. DuBois , Katherine E. Fletcher , Julie A. Lorah
Academic and discipline gaps in U.S. schools may be a product, at least in part, of underdeveloped multicultural efficacy and social-emotional competence in classroom teachers. Developed in separate disciplines, both constructs are thought to equip teachers with knowledge and skills to build positive interactions with students and promote an equitable classroom, but their relationship to one another is unclear. We use data from 231 teachers who completed a measure of multicultural efficacy and a measure of social-emotional competence to gain a clearer picture of how multicultural efficacy and social-emotional competence relate to one another to inform teacher preparation efforts. Confirmatory factor analysis was employed to test four hypotheses about the underlying structure of constructs in relation to one another to better examine the degree to which factors, and the items comprising each factor, overlap. A 2-factor solution best fit our data, indicating related, but separate constructs; however, further study using different samples is needed to confirm. We discuss these results in the context of the potential need to embed both multicultural efficacy and social-emotional competence content within teacher preparation programs.
{"title":"Teacher competencies that promote equity: Examining the relationship between social-emotional competence and multicultural efficacy","authors":"Sarah K. Ura , Jessica W. DuBois , Katherine E. Fletcher , Julie A. Lorah","doi":"10.1016/j.sel.2025.100121","DOIUrl":"10.1016/j.sel.2025.100121","url":null,"abstract":"<div><div>Academic and discipline gaps in U.S. schools may be a product, at least in part, of underdeveloped multicultural efficacy and social-emotional competence in classroom teachers. Developed in separate disciplines, both constructs are thought to equip teachers with knowledge and skills to build positive interactions with students and promote an equitable classroom, but their relationship to one another is unclear. We use data from 231 teachers who completed a measure of multicultural efficacy and a measure of social-emotional competence to gain a clearer picture of how multicultural efficacy and social-emotional competence relate to one another to inform teacher preparation efforts. Confirmatory factor analysis was employed to test four hypotheses about the underlying structure of constructs in relation to one another to better examine the degree to which factors, and the items comprising each factor, overlap. A 2-factor solution best fit our data, indicating related, but separate constructs; however, further study using different samples is needed to confirm. We discuss these results in the context of the potential need to embed both multicultural efficacy and social-emotional competence content within teacher preparation programs.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100121"},"PeriodicalIF":0.0,"publicationDate":"2025-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-17DOI: 10.1016/j.sel.2025.100119
Allison Rae Ward-Seidel , Lillian Bentley
Teaching is a challenging profession, let alone the additional hurdles placed on educators to overcome systemic barriers to close opportunity gaps and fill in missing education from the COVID-19 pandemic years. Teacher preparation programs are therefore tasked with upskilling future teachers with not only content knowledge and pedagogy, but also with a barrage of skills to understand and address the various needs of diverse learners. An underrepresented skill in teacher preparation programs is critical consciousness, defined as a critical awareness of systemic inequity, efficacy or agency to work for change, and taking action for social justice. From the perspective of two former classroom teachers with over 20 years of experience, this article presents the need for teacher preparation programs to incorporate critical consciousness as a crucial factor for well-equipped teachers to enter the profession. We present five key features of preservice teacher preparation and how to incorporate critical consciousness into each: (1) Developing preservice teacher’s own critical consciousness; (2) Applying critical consciousness to student teaching field experience; (3) Explicit instruction of pedagogy; (4) Applying critical consciousness to active learning methods; (5) Modeling critical consciousness through faculty mentoring. Integrating critical consciousness into these elements that we know to be best practices in teacher preparation, can support preservice teachers with a cohesive understanding and skillset to begin to address systemic inequity in schools.
Impact Statement
Critical consciousness (awareness and efficacy to enact change for social justice) in teacher preparation programs is essential for teachers to be prepared to teach students from diverse ethnic-racial backgrounds and to cultivate critical consciousness among all students. Much of what we know about best practices in education and teacher preparation cannot come to fruition without critically conscious educators (e.g., building supportive relationships with and among students, preparing students to think critically about real world issues). This article presents practical and concrete suggestions for integrating critical consciousness development into five key features of teacher preparation programs.
{"title":"Teacher preparation needs critical consciousness","authors":"Allison Rae Ward-Seidel , Lillian Bentley","doi":"10.1016/j.sel.2025.100119","DOIUrl":"10.1016/j.sel.2025.100119","url":null,"abstract":"<div><div>Teaching is a challenging profession, let alone the additional hurdles placed on educators to overcome systemic barriers to close opportunity gaps and fill in missing education from the COVID-19 pandemic years. Teacher preparation programs are therefore tasked with upskilling future teachers with not only content knowledge and pedagogy, but also with a barrage of skills to understand and address the various needs of diverse learners. An underrepresented skill in teacher preparation programs is critical consciousness, defined as a critical awareness of systemic inequity, efficacy or agency to work for change, and taking action for social justice. From the perspective of two former classroom teachers with over 20 years of experience, this article presents the need for teacher preparation programs to incorporate critical consciousness as a crucial factor for well-equipped teachers to enter the profession. We present five key features of preservice teacher preparation and how to incorporate critical consciousness into each: (1) Developing preservice teacher’s own critical consciousness; (2) Applying critical consciousness to student teaching field experience; (3) Explicit instruction of pedagogy; (4) Applying critical consciousness to active learning methods; (5) Modeling critical consciousness through faculty mentoring. Integrating critical consciousness into these elements that we know to be best practices in teacher preparation, can support preservice teachers with a cohesive understanding and skillset to begin to address systemic inequity in schools.</div></div><div><h3>Impact Statement</h3><div>Critical consciousness (awareness and efficacy to enact change for social justice) in teacher preparation programs is essential for teachers to be prepared to teach students from diverse ethnic-racial backgrounds and to cultivate critical consciousness among all students. Much of what we know about best practices in education and teacher preparation cannot come to fruition without critically conscious educators (e.g., building supportive relationships with and among students, preparing students to think critically about real world issues). This article presents practical and concrete suggestions for integrating critical consciousness development into five key features of teacher preparation programs.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100119"},"PeriodicalIF":0.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144166228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-17DOI: 10.1016/j.sel.2025.100118
Sofia Oliveira , Andreia Cardoso , Mariana Oliveira Martins , Magda Sofia Roberto , Ana Margarida Veiga-Simão , Alexandra Marques-Pinto
This study depicts the development of an online SEL intervention for Portuguese elementary-school teachers (A+), through an exploratory sequential design. First, to ensure the relevance and applicability of the A+ , ten focus group were conducted with 66 elementary-school teachers (90.9 % female, Mage=45.56 years, SDage=5.57). Results indicated strong interest and perceived relevance among teachers regarding SEL interventions. Based on Phase 1’s identified needs and the SEL theoretical framework, a pilot version of the A+ was designed. To evaluate the efficacy and validity of the A+ pilot version, a pre-posttest mixed-methods design with 21 teachers (90.5 % female, Mage=49.00 years, SDage=6.44) was conducted. Data were collected through self-report questionnaires and analyzed using Robust Linear Mixed Models. Results suggested positive effects of the A+ program on teachers’ positive affect, responsible decision-making skills, and well-being. Additionally, teachers expressed high levels of interest and satisfaction with the proposed content and procedures. Despite its limitations, this study presents promising indicators of the A+ program’s potential effectiveness and suitability.
{"title":"Bridging the gap in teacher SEL training: Designing and piloting an online SEL intervention with and for teachers","authors":"Sofia Oliveira , Andreia Cardoso , Mariana Oliveira Martins , Magda Sofia Roberto , Ana Margarida Veiga-Simão , Alexandra Marques-Pinto","doi":"10.1016/j.sel.2025.100118","DOIUrl":"10.1016/j.sel.2025.100118","url":null,"abstract":"<div><div>This study depicts the development of an online SEL intervention for Portuguese elementary-school teachers (<em>A+</em>), through an exploratory sequential design. First, to ensure the relevance and applicability of the <em>A+</em> , ten focus group were conducted with 66 elementary-school teachers (90.9 % female, <em>M</em><sub>age</sub>=45.56 years, <em>SD</em><sub><em>age</em></sub>=5.57). Results indicated strong interest and perceived relevance among teachers regarding SEL interventions. Based on Phase 1’s identified needs and the SEL theoretical framework, a pilot version of the <em>A+</em> was designed. To evaluate the efficacy and validity of the <em>A+</em> pilot version, a pre-posttest mixed-methods design with 21 teachers (90.5 % female, <em>M</em><sub><em>age</em></sub>=49.00 years, <em>SD</em><sub><em>age</em></sub>=6.44) was conducted. Data were collected through self-report questionnaires and analyzed using Robust Linear Mixed Models. Results suggested positive effects of the <em>A</em>+ program on teachers’ positive affect, responsible decision-making skills, and well-being. Additionally, teachers expressed high levels of interest and satisfaction with the proposed content and procedures. Despite its limitations, this study presents promising indicators of the <em>A</em>+ program’s potential effectiveness and suitability.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100118"},"PeriodicalIF":0.0,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144099230","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-12DOI: 10.1016/j.sel.2025.100117
Rebecca J. Collie , Fabiola M. Sáez-Delgado , Helena Granziera
The significance of teachers’ social and emotional functioning is gaining recognition for its links with well-being, and its relevance to teachers’ effectiveness as educators and as builders of positive relationships and classroom environments. The overarching aim of this article is to spotlight factors that contribute to adult SEL and, by extension, the thriving of students and schools. We consider the concept of perceived social-emotional competence (perceived SEC), which is teachers’ belief in their ability to effectively conduct their social-emotional interactions at work. Examination of perceived SEC among teachers is now emerging and this article provides an initial review of this work. Our discussion extends to related beliefs including social-emotional self-efficacy, social goals, and emotion mindsets, reinforcing the importance of teachers’ social-emotional beliefs. Our review highlights the connection between these different social-emotional beliefs and teachers’ functioning more broadly. The article concludes with suggested practices to support teachers’ social-emotional beliefs and underscores the need for further research in this area.
Impact Statement
Teachers’ social and emotional functioning is increasingly recognized as vital to their well-being and instructional effectiveness. This article reviews emerging research on teachers’ perceived social-emotional competence—that is, teachers’ confidence in handling work-related social-emotional experiences and interactions. It also explores other social-emotional beliefs, linking them to important work-related experiences and outcomes. Findings suggest that nurturing these beliefs may enhance teacher well-being, teaching quality, and classroom dynamics.
{"title":"Teachers’ perceived social-emotional competence as a vital mechanism of adult SEL","authors":"Rebecca J. Collie , Fabiola M. Sáez-Delgado , Helena Granziera","doi":"10.1016/j.sel.2025.100117","DOIUrl":"10.1016/j.sel.2025.100117","url":null,"abstract":"<div><div>The significance of teachers’ social and emotional functioning is gaining recognition for its links with well-being, and its relevance to teachers’ effectiveness as educators and as builders of positive relationships and classroom environments. The overarching aim of this article is to spotlight factors that contribute to adult SEL and, by extension, the thriving of students and schools. We consider the concept of perceived social-emotional competence (perceived SEC), which is teachers’ belief in their ability to effectively conduct their social-emotional interactions at work. Examination of perceived SEC among teachers is now emerging and this article provides an initial review of this work. Our discussion extends to related beliefs including social-emotional self-efficacy, social goals, and emotion mindsets, reinforcing the importance of teachers’ social-emotional beliefs. Our review highlights the connection between these different social-emotional beliefs and teachers’ functioning more broadly. The article concludes with suggested practices to support teachers’ social-emotional beliefs and underscores the need for further research in this area.</div></div><div><h3>Impact Statement</h3><div>Teachers’ social and emotional functioning is increasingly recognized as vital to their well-being and instructional effectiveness. This article reviews emerging research on teachers’ perceived social-emotional competence—that is, teachers’ confidence in handling work-related social-emotional experiences and interactions. It also explores other social-emotional beliefs, linking them to important work-related experiences and outcomes. Findings suggest that nurturing these beliefs may enhance teacher well-being, teaching quality, and classroom dynamics.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100117"},"PeriodicalIF":0.0,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123632","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-09DOI: 10.1016/j.sel.2025.100114
Leandro I. Chernicoff , María Florencia Giuliani , José Miguel Olvera Puentes , Mark Greenberg
This large-scale real-world pilot study evaluated the feasibility, acceptability, and preliminary evidence on the efficacy of "Educating for Well-being" (EW), a comprehensive and culturally responsive social-emotional learning (SEL) intervention for preschool educators from general and indigenous schools in the Yucatan Peninsula, Mexico. The program comprised two components: an 80-hour professional development for educators (ET; n = 521) followed by a 60-hour systemic leadership training (LT; n = 126) for a subset of educators who participated in the ET. Data was collected through pre- and post-program surveys, measuring changes in educators' social-emotional competencies, psychological well-being, and schoolwide SEL implementation processes. Results indicate high feasibility and acceptability for both ET and LT components, with significant improvements in educators' self-efficacy, psychological distress, and various social-emotional competencies after the ET and significant improvements in key activities for SEL schoolwide implementation after the LT. This study provides preliminary evidence of the program's effectiveness and potential to empower educators to promote culturally responsive SEL practices in Indigenous and non-indigenous educational settings, equipping them to actively work towards narrowing the academic gap between both populations. Future research should include randomized controlled trials and longitudinal follow-up assessments to further examine EW’s impact on educator and student outcomes. This article contributes to the current body of knowledge in systemic, culturally responsive adult SEL, addressing its need in Latin America, particularly its impact on the indigenous population, where the inequalities are even more severe than in the general population.
Impact statement
This large-scale pilot study provides preliminary evidence of the feasibility, acceptability, and preliminary evidence on the efficacy of the 'Education for Wellbeing' program, which includes a SEL-focused professional development course and systemic leadership training for both the general population and Indigenous communities from Mexico.
{"title":"Educating for well-being: A systemic, culturally responsive SEL intervention for educators in Mexico. Results from a large-scale pilot study","authors":"Leandro I. Chernicoff , María Florencia Giuliani , José Miguel Olvera Puentes , Mark Greenberg","doi":"10.1016/j.sel.2025.100114","DOIUrl":"10.1016/j.sel.2025.100114","url":null,"abstract":"<div><div>This large-scale real-world pilot study evaluated the feasibility, acceptability, and preliminary evidence on the efficacy of \"Educating for Well-being\" (EW), a comprehensive and culturally responsive social-emotional learning (SEL) intervention for preschool educators from general and indigenous schools in the Yucatan Peninsula, Mexico. The program comprised two components: an 80-hour professional development for educators (ET; n = 521) followed by a 60-hour systemic leadership training (LT; n = 126) for a subset of educators who participated in the ET. Data was collected through pre- and post-program surveys, measuring changes in educators' social-emotional competencies, psychological well-being, and schoolwide SEL implementation processes. Results indicate high feasibility and acceptability for both ET and LT components, with significant improvements in educators' self-efficacy, psychological distress, and various social-emotional competencies after the ET and significant improvements in key activities for SEL schoolwide implementation after the LT. This study provides preliminary evidence of the program's effectiveness and potential to empower educators to promote culturally responsive SEL practices in Indigenous and non-indigenous educational settings, equipping them to actively work towards narrowing the academic gap between both populations. Future research should include randomized controlled trials and longitudinal follow-up assessments to further examine EW’s impact on educator and student outcomes. This article contributes to the current body of knowledge in systemic, culturally responsive adult SEL, addressing its need in Latin America, particularly its impact on the indigenous population, where the inequalities are even more severe than in the general population.</div></div><div><h3>Impact statement</h3><div>This large-scale pilot study provides preliminary evidence of the feasibility, acceptability, and preliminary evidence on the efficacy of the 'Education for Wellbeing' program, which includes a SEL-focused professional development course and systemic leadership training for both the general population and Indigenous communities from Mexico.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100114"},"PeriodicalIF":0.0,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144068370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-05-07DOI: 10.1016/j.sel.2025.100115
Kristin Rush , Maiko Hata , Deirdre Hon , Lauren Vega O’Neil
Despite two decades of research on positive impacts of social and emotional learning (SEL), many teachers feel underprepared to support their students’ SEL. The purpose of this qualitative study is to describe the efforts of several of Oregon’s Educator Preparation Programs (EPPs) to conceptualize and carry out implementation of Oregon’s SEL standards to better support future teachers. We explored how EPPs across Oregon are addressing these new standards with interviews of four institutional representatives who are members of The Oregon Collaborative for SEL in Educator Preparation (OCSEP). The findings of this study provide valuable insights into the challenges and opportunities associated with implementing SEL state standards for EPPs and how to better support SEL standard implementation moving forward. The paper concludes with suggestions for future directions for SEL standards in educator preparation, emphasizing the need for ongoing evaluation, refinement, and adaptation to different teacher preparation contexts. Challenges and obstacles encountered during the implementation process are discussed.
{"title":"Implementation of transformative SEL standards for preparing future educators: A case study","authors":"Kristin Rush , Maiko Hata , Deirdre Hon , Lauren Vega O’Neil","doi":"10.1016/j.sel.2025.100115","DOIUrl":"10.1016/j.sel.2025.100115","url":null,"abstract":"<div><div>Despite two decades of research on positive impacts of social and emotional learning (SEL), many teachers feel underprepared to support their students’ SEL. The purpose of this qualitative study is to describe the efforts of several of Oregon’s Educator Preparation Programs (EPPs) to conceptualize and carry out implementation of Oregon’s SEL standards to better support future teachers. We explored how EPPs across Oregon are addressing these new standards with interviews of four institutional representatives who are members of The Oregon Collaborative for SEL in Educator Preparation (OCSEP). The findings of this study provide valuable insights into the challenges and opportunities associated with implementing SEL state standards for EPPs and how to better support SEL standard implementation moving forward. The paper concludes with suggestions for future directions for SEL standards in educator preparation, emphasizing the need for ongoing evaluation, refinement, and adaptation to different teacher preparation contexts. Challenges and obstacles encountered during the implementation process are discussed.</div></div>","PeriodicalId":101165,"journal":{"name":"Social and Emotional Learning: Research, Practice, and Policy","volume":"5 ","pages":"Article 100115"},"PeriodicalIF":0.0,"publicationDate":"2025-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143934772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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