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

Transformative social and emotional learning (SEL) is an approach that prioritizes an explicit focus on equity and social justice. In this case study, we explored: how do teachers modify their SEL teaching practices and curricula to incorporate a transformative SEL focus on community issues and social justice? Through analyses of qualitative data from student and teacher interviews and classroom observations as well as quantitative data from surveys administered to students and teachers, we illustrate how teachers at one middle school in Chicago stretched from conventional notions of SEL to engage social justice issues more proactively in their SEL implementation in four key ways: Connecting through Language, Connecting to Students’ Social Identities, Addressing Social Issues, and Encouraging Civic Engagement and Activism. We conclude with support for teachers interested in adapting these practices in their classrooms.

School readiness is critical for the successful implementation of social-emotional learning (SEL) programs in schools. Unfortunately, few interventions exist that aim to build schoolwide readiness for SEL program implementation. This mixed‐method study sought to develop and pilot an innovative, brief schoolwide intervention called ReadySET within two elementary schools in one southeastern school district, and understand the feasibility, acceptability and preliminary effectiveness of the intervention. Data were collected from kindergarten through third grade teachers, school mental health staff, and administrators via pre- and post-surveys, module evaluation surveys, and interviews. Data also were collected from facilitators through implementation checklists. Findings suggest that ReadySET was feasible to implement and acceptable to school stakeholders. In addition, study findings demonstrated a small, statistically significant improvement in SEL comfort over the course of the intervention. Stakeholders’ beliefs related to SEL commitment and culture, however, declined slightly over time indicating areas for future intervention refinement. Implications of this study are shared related to SEL research, practice, and policy.

There are many and varied frameworks for PSS-SEL being applied in many contexts, settings, and situations around the globe. Having diverse perspectives and approaches, to SEL is a positive sign for the field. However, without ways to make sense of this, important variation and to connect frameworks to each other, misalignment and, imprecision can occur. In addition, the majority of research, frameworks, and programs, tied to SEL come from the Global North, leaving out important perspectives and, variation from the Global South. In response to these challenges, the Inter-agency, Network for Education in Emergencies (INEE) convened a research-practice, partnership to develop a toolbox for Psychosocial Support and Social and Emotional, Learning (PSS-SEL) in Education in Emergencies. The online, open source toolbox, contains data-based visual tools to look within and across approaches to PSS-SEL, from over fifty countries, tools to guide localization and contextualization efforts serving, various objectives, as well as additional resources that provide further information about particular topics of interest within the project and the field. This paper describes, the process of developing the PSS-SEL Toolbox in which researchers partnered with organizations in 13 different countries to field-test the tools before publicly launching the site. We discuss findings and lessons learned from this multi-year and multinational, project including the most salient skills and competencies that surfaced across field testing sites as well as broad priorities and challenges facing practitioners in diverse contexts across the field of social and emotional learning and psychosocial support in education in emergencies.

Universal progress monitoring of student social-emotional competence (SEC) has increasingly been adopted as part of regular educational practices in the context of schoolwide social and emotional learning (SEL). However, an evidence base has not yet been established on the extent of SEC growth to expect across school years under a multiyear school-based SEL implementation setting. An essential but often overlooked prerequisite when measuring student SEC growth is to examine longitudinal measurement invariance of the assessment tools. To address these gaps, this study first tested the longitudinal measurement invariance of a widely-used teacher-completed behavioral rating scale, and then examined the average SEC growth trajectory of elementary school students under a three-year SEL practice initiative. The data involve six waves of teacher ratings of student SEC, collected for three consecutive years using the DESSA-Mini (N = 1146; Grades K-2 at baseline). Using longitudinal confirmatory factor analysis, this study found no violations of measurement invariance across all six occasions, suggesting that the same construct of SEC was measured across different seasons, raters, and grade levels. Then, using second-order latent growth modeling that did not impose any predetermined shape of growth, this study found that (a) student SEC increased within each year, (b) student SEC decreased over each summer by about a half of the yearly gain, and (c) the rate of yearly growth gradually decreased across years. Implications and limitations of these findings are discussed with suggestions for future research and practices.

This article explores how schools and the systems that support them can make the shift from traditional ways of “doing school” toward new, more effective ways that are supported by both research and practice. It illuminates stories of successful approaches to promote developmental relationships and safe, supportive learning environments in schools, in the context of intractable education systems, a global pandemic, and a renewed political and social reckoning with equity and justice.

Understanding the effectiveness of universal school-based SEL interventions for minoritized students in K-12 settings is an area of critical inquiry. In this paper, we draw on the evidence compiled from a recent systematic review and meta-analysis of thirteen years of universal school-based (USB) social and emotional learning (SEL) interventions for students in K-12 settings. Results simultaneously revealed that the field of SEL knows a great deal about the variation in effects of SEL programs and very little about the experiences of students with marginalized and minoritized identities within them. This manuscript details key findings and critical areas for future development in the service of gender-, racially-, ethnically-, linguistically-, and ability-minoritized youth. We begin with outlining what USB SEL interventions are and the evidence for them. We next discuss who marginalized and minoritized students are and the evidence of SEL programs effectiveness for them. We then discuss the urgent need for the SEL field to focus on program design, implementation, and research to better determine whether and how marginalized and minoritized students are benefiting from current USB SEL programming. Finally, we provide recommendations for improved research and practice to support a truly inclusive SEL hereafter.

Although nearly half of U.S. students have experienced a potentially traumatic event (Bethell et al., 2017), educators are not routinely trained in trauma or trauma-informed practices (Hobbs et al., 2019; Koslouski & Stark, 2021; National Council of State Education Associations, 2019). Yet, trauma can have profound negative impacts on students’ social, emotional, and behavioral needs. Thus, this primer introduces educators to the prevalence of trauma in PreK-12 students’ lives, the effects of trauma on students’ development, and proactive and responsive strategies that adults can use to support students who have experienced trauma. We provide several vignettes to help educators understand varied presentations of trauma and the range of trauma-informed practices that can benefit students. We also address educators’ relationships with caregivers and describe strategies for mitigating the toll secondary traumatic stress (Figley, 1995) can take on educators. Throughout, we aim to build educators’ understanding, empathy, and agency for their work supporting students affected by trauma.

The central argument of this article is that educators can empower young people to address global challenges by actively helping them to expand their circle of concern beyond themselves and their social circles. Using the example of a recently developed SEL program called Samvedana, a Sanskrit word for care and concern for others, this article describes an approach to steer SEL toward promoting the welfare of others beyond the immediate circle of the learner. The article provides a brief history and benefits of SEL, describes the Samvedana program, and presents possible ways of developing concern-building SEL programs.

The use of school-based universal assessment of students’ social and emotional competencies is increasing with the popularity of SEL programs (Collaborative for the Academic, Social, and Emotional Learning, 2020). Likewise, the development of social emotional assessments has increased in technical sophistication. Yet, a fundamental aspect of their use and interpretation – fairness – has remained relatively unexamined. One potential reason for this situation is the lack of an integrative framework that provides guidance regarding the types of evidence necessary for fair assessment scores. To address this need for fairness evidence, we propose a new model - the Comprehensive Appraisal of Fairness Evidence (CAFE). This model features a unified evidence framework with three facets based upon a targeted expansion and integration of Kane’s (2010) notion of procedural and substantive fairness and the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 2014). This framework is embedded within an evaluation process that grounds consideration of fairness in specific proposed interpretations and uses. We then provide an example application of this model to illustrate it utility with a published measure of social emotional competence, the SSIS SEL Brief Scales (Elliott et al., 2020). We conclude with implications for social emotional assessment developers, educators, and administrators working to ensure fair assessment of all students. Fairness is a human quality taught in many K-12 SEL programs. Fairness also is an expected quality of tests and assessments. Ironically, few authors of assessments report evidence to support the fairness of their scores for specific uses. Thus, we developed the Comprehensive Appraisal of Fairness Evidence (CAFE) Model to advance consideration of the fairness of SEL assessment scores for all students. This model consists of three types of evidence: Procedural, Contextual, and Consequential. Examples of evidence illustrate the use of this new integrative model that supports a key goal of child SEL assessment development and use – to be fair!

Myrna Shure made extraordinary contributions to research and practice during a career that lasted for 55 years, concluding with her passing on January 3, 2023. With George Spivack, Myrna Shure created the acclaimed and research-validated Interpersonal Cognitive Problem Solving SEL curriculum. Keeping the ICPS acronym, the program name was changed to I Can Problem Solve and expanded to include a component for parents, Raising A Thinking Child. Focusing on teaching children how to think, not what to think, ICPS begins in Preschool and continues through the elementary school years. It is a CASEL SELect program and one of the most widely used and well respected SEL programs nationally and internationally. This article reviews Myrna Shure’s contributions and legacy and concludes with two anecdotes from cherished colleagues.