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Social Emotional Learning (SEL), like the arts, has accompanied human life throughout its existence. SEL refers to our capacity to recognize emotions in ourselves and others and manage them appropriately, be organized and set goals, solve problems and make decisions effectively, establish positive and productive relationships with others, and handle challenging situations capably. This issue is organized from broad, first addressing national policy, to specialized, surveying practitioner local-level implementation. Instead of dividing articles based upon arts content area (dance, media arts, music, theatre, dance), the articles are organized by the level of policy, addressing each art content area within each level. This issue should be read as a collective work highlighting the varied levels of explicit connection and the potential for a much more robust connection between arts education and Social Emotional Learning. [ABSTRACT FROM AUTHOR]

For nearly 150 years, the importance of health education has been recognized, and for almost the same length of time, it has been clear that health education belongs in school. [...]

We used Developmental Systems Theory as a framework for understanding the role of contextual factors in the development of purpose in urban adolescents. The sample included primarily low‐socioeconomic students of color attending urban middle schools (n = 2,629; 10–16 years of age). Longitudinal data were collected at four time points across two years. We used hierarchical linear modeling to model change in purpose. On average, purpose declined over time. We also identified several predictors of intercept and slope. For example, Black youth had a higher average purpose intercept, as well as a steeper average decline than other racial/ethnic groups. Females demonstrated a higher average purpose intercept than males, but this effect disappeared when academic achievement was added to the model. [ABSTRACT FROM AUTHOR]

Because children are subjected to undesirable and confusing socialization messages from peer networks and the media, schools are now paying more attention to students' social development needs. To counter schools' hidden curriculum and help students cope with stress and avoid serious interpersonal difficulties, an eight-step Improving Social Awareness-Social Problem Solving Project has been developed. Includes 18 references. (MLH)

A conceptual framework is presented as a guide to defining starting points for primary prevention of behavioral and emotional disorders. Selected approaches reflecting these concepts are reviewed, and implementation considerations within the school setting are discussed. (SLD)

Presents analysis of factors leading schools to be significant source of stress to children. Sees debilitating school stress linked to forces that push schools to overemphasize academic acceleration, competition, evaluation, and test-based accountability. Recommendations based on developmental and empirical consideration are presented to reduce debilitating stress in schools. (Author/NB)

Discusses computerized management information systems (MIS) data in mental health program evaluation. Using an actual evaluation with data from the Multi-State Information System as an example, practical problems in collecting and assembling useful information are presented. MIS data can be useful; however, care must be taken to assure the quality and utility of the data. (Author/BEF)

The social-cognitive problem-solving approach is presented as a means for ensuring social and affective development of handicapped and nonhandicapped children in public schools. A television-based instructional format to facilitate children's social and affective development is described, and an actual example of a television-based instructional program is provided. (Author/CL)

SPECIAL ISSUE GUEST EDITORS' INTRODUCTION: Frontiers in Youth Purpose Research Given the increasing array of research on youth purpose development, it is essential that researchers and practitioners of youth purpose establish a cohesive research agenda. In this introduction to the special issue on youth purpose development, we summarize the articles included in this issue and highlight challenges and opportunities in the broader field of youth purpose research. [Extracted from the article]