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

As scholars and educators look to integrate trauma-informed practice within social emotional learning, therein lies an inherent danger to this work: a singular focus on one measure of trauma. In this article, we present an overview of the intersection of trauma and SEL. Then we provide background on the ongoing debate over applications of the popularized and standardized adverse childhood experiences (ACEs) framework, while demonstrating that the conceptualization and measurement of ACEs may be incompatible with transformative SEL (tSEL; Jagers et al., 2019). Finally, we present a path forward by offering more nuanced and humanizing ways of conceptualizing trauma in SEL contexts, and suggestions for educators to continue on their learning journey. By grounding our suggestions and next steps in the work of practice for educators, we aim to advance transformative SEL through equitable trauma-informed practices.

Social and emotional competencies developed in childhood are among the strongest predictors of adult wellbeing. Simple parenting techniques that build these strengths and foster children's resilience can be easily taught and modelled. Our aim was to identify whether and which interventions, offered by primary care providers of 4–6 year-olds, could use the supportive nature of the doctor-patient relationship to demonstrate methods for augmenting children's social and emotional development to parents. We conducted a telephone and online Delphi process among 33 international, child development experts. Round 1 individual interviews identified feasibility of and content to incorporate into routine visits. Content areas were then ranked in Round 2 to identify three key themes. Finally, those participants with expertise in the identified areas verified best strategies for modelling these with parents. All 33 invited experts participated in Round 1, agreed that a brief, in-person intervention was valuable and feasible, and named 48 possible approaches or subthemes. After Round 2 (26 participants) the three themes and related strategies that emerged were reading to children, regulating emotions, and fostering positive parent-child interactions. Routine appointments present an opportunity for healthcare providers to address emotional development and foster resilience. Evidence for ongoing benefit of the brief parenting approaches that emerged is clear, however none is currently integrated into medical practice as a routine. Our findings can inform subsequent efforts to develop standard practices for including such interventions in well-child checks.

Social and emotional learning (SEL) initiatives are designed to foster social competencies and have been associated with a myriad of positive student outcomes. However, SEL programs are not always beneficial for all students. There may be unintended consequences in what students are learning and how these skills are being reinforced. In this paper, we argue that when SEL programming is implemented in a color-evasive and value-neutral way, it can exacerbate racial inequities and lead to harmful practices within schools, particularly for Black, Indigenous, and other students of color. We examine how an integration of critical race theory and SEL may, instead, contribute to all students’ positive development and discuss the ways in which this programming may drive systemic change within school communities.