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Migration continues to emerge as a significant issue in the present day, extending beyond its historical context. This phenomenon not only forms a broad spectrum of impact in social, economic, and cultural realms but also holds notable consequences in the realm of education. Migration, on one hand, has the potential to stimulate cultural interaction, enhancing diversity in knowledge and experience. On the other hand, immigrant individuals may encounter early challenges such as educational inequalities or negative attitudes. This intricate relationship between migration and education contributes to cultural development while simultaneously bringing about areas of societal conflict. Understanding the effects of migration on the younger generation falls within the responsibilities of Psychological Counseling and Guidance (PCG) teachers. These educators aim to support students' academic, personal, social, and emotional development, particularly addressing the challenges posed by the education of immigrant students in the context of social diversity. Research on understanding the attitudes among school stakeholders towards immigrant students contributes valuable insights to this field. In this context, the study is an original work focusing on the perspectives of PCG teachers concerning the attitudes of other stakeholders in schools with immigrant students in private schools. Conducted using qualitative research methods and the phenomenology design, the study involved 12 PCG teachers working in private schools in Gaziantep, Kilis, and Mersin, which are among Turkey's cities experiencing significant migration. Data collected through interviews were analyzed using content analysis. The findings revealed that, overall, teachers and students in private schools with immigrant students tended to have a positive attitude, while parents held a negative outlook. A collective evaluation of all data suggests a notably positive perception and attitude toward immigrant students.

Although there is increased interest in social and emotional competence and mental health in Croatia, there are currently limited measurement options available for early childhood settings. Thus, the SSIS SEL Brief Scales (SSIS SELb), an efficient measure of social and emotional learning competencies developed in the United States, was translated to Croatian and used by 49 early childhood educators to rate a sample of 685 children (average age 4.3 years) from several counties in Croatia. Regarding measurement invariance, the final model cohered substantially with a CASEL-inspired framework. Overall reliability was also high especially for the SEL Composite ([alpha] = 0.94), with notably lower reliability for subscales. Regarding cross-group concurrent validity, concurrent coefficients were largely similar across age and gender, but there were regional differences in validity. Likewise, validity correlations were in line with expectations, with moderate relationships observed between the SSIS SEL Composite and Child and Youth Resilience Measure scores. In sum, the high level of reliability provided a foundation for applied and research usage of the Croatian SSIS SELb, although further validation research will continue to be necessary before widescale implementation. Limitations to the study are discussed and also point to needed additional research before utilizing the Croatian translated SSIS SELb for applied decisions with young children.

Despite growing interest in evaluating the social and emotional learning of students and the development of standardized assessment tools for this purpose, there remains a dearth of validated instruments for evaluating teachers' social and emotional skills. We set out to address this knowledge gap by investigating the psychometric characteristics of the Social-Emotional Competence Teacher Rating Scale (SECTRS) questionnaire, an instrument originally developed and validated in North America. Participants were 572 teachers from Italy (n=324), Latvia (n=139), and Portugal (n=109) ranging from 40 to 59 years of age. We performed confirmatory factor analysis procedures to validate a four-factor model measuring Teacher-student relationships, Emotion regulation, Social awareness, and Interpersonal relationships. The data supported this factorial structure, with a total of 14 items included in the final model. The outcomes of a multi-group comparison indicated that the model exhibited partial invariance, up to and including metric invariance, across the three cultural settings. We discuss these findings in relation to selecting appropriate instruments for assessing the social and emotional skills of teachers in different cultural contexts.

Pupils with special educational needs and disabilities (SEND) are at risk for emotional, behavioural and social difficulties. Social and emotional learning (SEL) may be particularly beneficial to fostering these children's resilience. Given the importance of teacher's role in promoting SEL, the present study aimed to explore special teachers' perceptions of SEL and the practices they use to enhance their pupils' social and emotional skills. Data were collected by means of semi-structured interviews with 15Greek primary and secondary education special teachers and were analysed with the use of reflexive thematic analysis. The findings of the study revealed that the special teachers considered the creation of a supportive school environment a key prerequisite to addressing the pupils' with SEND needs. They perceived SEL as a process aiming to the development of social and emotional skills which contributes to pupils' emotional development and social inclusion. Although they used a number of practices for this purpose, their efforts were often hindered by the lack of collaboration with general education teachers and their limited knowledge on SEL. The findings are discussed with respect to the need to enhance cooperation between the members of the school community and teachers' training on SEL.

The importance of enhancing social and emotional skills in educational settings has gained prominence, with many countries and organizations embracing the Social and Emotional Learning (SEL) framework to equip individuals with the tools needed for shaping a self-identity, emotional regulation, goal achievement, empathy, nurturing relationships, and responsible decision-making and overall well-being. In this paper, we aim to connect the globally acknowledged Collaborative for Academic, Social, and Emotional Learning SEL framework with international policies that underscore the importance of social and emotional skills in the school context. To accomplish this goal, we first provide a brief overview of the key components of the SEL framework. Subsequently, we explore two significant educational policies within the European context. The first policy is the World Health Organization Health Promoting Schools initiative. We present its objectives, a WHO-affiliated program example, the promoted and assessed competencies of students, and its results, connecting its framework with the CASEL SEL approach. The second focus is the Organisation for Economic Co-operation and Development Study on Social and Emotional Skills, describing its developmental process and the assessment framework. Finally, we describe the alignment of SEL with these European educational policies and illustrate their role in advancing and improving the evaluation of SEL initiatives in educational environments.

The SSIS SEL Brief + Mental Health Scales (SSIS SELb+MHS) are multi-informant assessments developed in the United States to assess the social and emotional learning (SEL) competencies and emotional behavior concerns (EBCs) of school-age youth. Although there are translations of the SEL items of the SSIS SELb+MHS available in other languages, a German translation has never been completed and validated, despite the growing need for SEL and mental health assessment in German-speaking countries. To address this need, this study's primary purpose was the examination of a German translation of the assessment with a specific focus on measurement invariance and concurrent validity invariance testing with 821 3rd through 6th-grade students in Austria and Germany. Results indicated that the SELb+MHS items clustered into 2 SEL factors and 2 EBC factors. With regard to measurement invariance, the SELb+MHS functioned similarly across both Austria and Germany and full scalar invariance was achieved. Additionally, the overall pattern of concurrent validity relationships was as expected and similar across countries. Implications and future directions are discussed.

Social-emotional skills are crucial for preschool children's mental health and later school success. Most school-based SEL programs originate in the United States, reflecting a robust interest in SEL curricula from preschool through secondary school. While EU Member States are increasingly integrating social and emotional skills programs into school curricula, there is a lack of uniform terminologies, frameworks, and assessment criteria, necessitating the introduction of standardized practices. This study aims to offer an overview of US and European preschool SEL programs, utilizing content analysis to showcase the diversity of these programs. The analysis focuses on programs from the "EU-Self Programs for Social and Emotional Skills Development for Early and Preschool Children Applied in European Countries" by Koltcheva et al. (2022), including impact evaluations of nine programs in total. The study analysed the programs in relation to goals and outcomes, and findings reveal that there are no remarkable differences between US and European preschool SEL programs, although certain trends highlight distinctions among programs of different origins. The study will be useful for practitioners who are interested in introducing a preschool SEL program in their institution.

The purpose of this mixed methods study was to investigate students' perceptions of their personal and social responsibility skills during and following an eight-week physical activity (PA) afterschool program (ASP) focused on social-emotional learning (SEL) competencies. Specifically, student knowledge of SEL competencies and general PA attitudes were evaluated in a pre- and post-program design. Session specific focus groups after each session were also collected. Elementary students (N = 134; "Mage" = 9.87) from five elementary school programs participated in the study. Quantitative results showed that significant increases in students perceived personal and social responsibility skills increased. In addition, positive attitudes toward PA increased while negative attitudes decreased across the program. Qualitative findings revealed four general themes: (a) knowledge of skills preluded application; (b) self-consciousness of competencies increased; (c) COVID restrictions resulted in surface-level communication/relationships; and (d) peer relationships lacked depth. Student progress in their awareness and knowledge of SEL skills increased in the program. Additionally, evidence to slight decrease in survey responses is reflective of a phenomenon in that students have an inflated sense of SEL competencies at first, but following training they have a more honest and knowledgeable reflection of them. Awareness of SEL skills and abilities would found to happen before action in the authentic setting. It appears that frameworks like the Teaching Personal and Social Responsibility (TPSR) model can be effective in structure afterschool programs to improve awareness in short-term programming.

Scholars of Social and Emotional Learning (SEL) advocate discussion as a promising instructional method yet rarely specify how such discussions should be conducted. Facilitating classroom discussions is highly challenging, particularly about emotions. Furthermore, the SEL literature contains contradictory discursive imperatives; it typically overlooks the gaps between students' and teachers' emotional codes and how these codes are shaped by culture, class, and gender. The current study explores different ways in which teachers facilitate classroom dialogue about emotions. We analyze data drawn from a two-year ethnographic study conducted as part of a design-based implementation research project aimed at fostering productive dialogue in primary language arts classrooms, looking in particular at two lessons centered around a story about crying. We found two different interactional genres for discussions about emotions: (1) inclusive emotional dialogue, in which students share emotions experienced in their everyday lives; (2) emotional inquiry, in which students explore emotions, their expressions, and their social meanings. Both types of discussion generated informative exchanges about students' emotions. Yet the discussions also put the teacher and students in challenging positions, often related to the need to navigate between contradictory discursive norms and emotional codes.

Financial literacy, viewed not only as a fundamental skill but also as an investment, proves valuable for individuals, aiding them in making sound financial decisions and savings. In the current societal landscape, where financial responsibilities are important, instilling financial education early on through suitable programs becomes pivotal, particularly for the younger generation. This study aims to examine parental viewpoints regarding their children's money literacy and management, aiming to enhance social-emotional skills related to saving and giving within the preschool classroom. The study spanned two months and encompassed 101 children and their families. The project was introduced to parents, and 36 volunteer parents were selected to participate. An educational program focusing on money management and donations was executed within the classroom. Official permission from the preschool municipality administration office was obtained, and all participants provided written consent for their involvement. According to the parents, their children acquired money management skills and relished the process of collecting and donating savings to other children in need. In interviews, participating parents expressed feeling active and enthusiastic about their involvement in the school program, highlighting the productive interaction between them and the teachers.

This study sought to identify how first-grade students in one Midwest state cognized hope. Using a case-study research method, the authors identify recommendations for practice that draw on the alignment between developing hope in students through school leadership. Previous research has highlighted school leadership's significant role in multiple pathways for student success. This study demonstrates that young children can cognize abstract topics such as hope and presents ways educational leaders can support student social-emotional well-being in the daily curriculum through hope education.

Driven by competition amongst higher education institutions, increasing recognition of the benefits of international academic mobility, and the global pandemic, transnational distance education has accelerated in recent years. Despite its many advantages, quality assurance issues can pose significant obstacles to success. Using a collaborative autoethnography approach, this study aimed to conceptualize quality dimensions from the perspectives of three Greek graduate students shaped by their collective experience at an open university in Canada. The findings suggest that quality encompasses accessibility, learner-centred instructional design, social-emotional support, and applying acquired knowledge and skills in local contexts. The significance of this study further illustrates the emerging transnational distance student population and highlights their experiences to inform quality internationalization practices in higher education for all students.

As social and emotional learning (SEL) picks up pace in the twenty-first century, it is often presented as a universally progressive and even apolitical phenomenon. At the same time, a growing number of politically conservative groups are attacking SEL as a form of "lib-eral indoctrination." Amidst these layered contexts, there is an urgent need for deep, crit-ical, and culturally humble conversations that recognize SEL as an inevitably political and power-laden phenomenon that must be consciously partnered with a commitment to social justice. In this article, we provide highlights and commentary from an interview podcast with two critical scholars, Clio Stearns and Kathleen Hulton, who shed important light on the sociocultural underpinnings of SEL. These scholars question how far the field of SEL can go in merely improving or reforming current practices, arguing for more radical trans-formations to the ways in which social and emotional humanity is conceptualized.

This paper examines the interplay of creativity, education, and the expressive arts. We begin by presenting a narrative literature review focusing on the use of artistic tools to promote creativity, self-expressiveness, and meaningful aspects of emotional and social learning. This review reveals strong connections between the different components of this interplay, and a special attention is given to the use of arts to promoting creativity and meaningful learning. We then propose the Empowering Creative Education Model (ECEM), which aims to provide a practical framework for employing artistic tools in each of the model's four developmental circles: I, Us, Educational and Community. Each of the four circles includes unique aspects of personal development.

The research on classroom management in general is numerous, yet the connection between digitization, classroom management, and Social and Emotional Learning (SEL) has been understudied. The current study explored how primary school teachers managed their digital classrooms while incorporating social and emotional learning into their classroom management practices in the remote teaching period. The study not only examined the classroom management strategies and procedures employed but also investigated teachers' beliefs and perceptions about managing digital classrooms. The study was carried out with 145 primary school teachers teaching in school grades 1st-4th from five different public schools by adopting stratified random sampling. The data were collected via written responses of the participants with the closed, fixed-response, and standardized open-ended forms developed by the researcher. Descriptive analysis and content analysis were used in the analysis of quantitative and qualitative data respectively. The findings revealed that the majority of teachers led online classroom management processes similar to their face-to-face experiences but were less effective concerning the developmental needs of each student in the digital classroom. Furthermore, the study yielded insight into the stress factors and protective factors within the context of classroom management incorporating SEL, and it provided direction for future implementations concerning teachers' professional learning needs and expectations.

This practice report describes a 12-week stand-alone course designed to address the challenges university students face in foreign language classes. Adopting principles of transformative language learning, course content, activities and resources were designed and implemented to dispel myths and preconceptions regarding language instruction, promote self-directed, independent learning, and raise awareness of the cognitive and socio-emotional processes involved in language learning. Students' feedback indicate that the course had a significant impact on their perceptions of adult language learning, their capacity to reflect on their use of strategies, and the importance of developing a plan to continue applying these new understandings in their academic pursuits. The course fostered a shift in students' perspective, from viewing themselves as passive recipients of 'language injections', to becoming self-directed, motivated, and independent learners.

Counselors and educators must re-imagine social-emotional wellness as an essential part of the academic curriculum. The authors present a collaborative, sustainable model that focuses both on academic rigor and emotional wellness. The authors outline how this model can be integrated in any academic content area and how school counselors and teachers can support each other to meet academic and social-emotional learning outcomes. The authors demonstrate how this model can be integrated into high school math.

There has been marked progress in access to education, representation of women in leadership, sexual reproductive health, and gender-based violence as a result of gender equality initiatives. However, there is still a strong focus on interventions targeting girls only. Through the adolescents' lens, this study sought to establish if there is a preference for interventions targeting girls compared to boys in two urban informal settlements; and what benefits were realized from programming for both adolescent boys and girls enrolled in an after-school support program. We employed a thematic analysis approach to answer the research questions. Results showed that most interventions at the community and school levels tended to favor girls over boys despite both facing similar challenges. Some of the benefits of programming for both sexes included sharing academic knowledge; boys gaining knowledge and skills to enable them to be future champions of change; enhanced ability for the adolescents to keep away from social ills; better gains for the society; breaking the gender inequality cycle; and enhanced social-emotional skills. Evidence from this paper highlights that there is a need for program and policy stakeholders to consider gender-transformative approaches and interventions targeting both sexes to maximize gains in education, health, and well-being.

Therapeutic playgroups have potential to benefit families and children enrolled in early intervention. A pretest-posttest, mixed methods, sequential explanatory design was utilized to explore the effectiveness and feasibility of an 8-week SEE Me (Social Emotional Education) therapeutic playgroup delivered by a collaborative team of providers using a convenience sample of 28 parent and child dyad participants and 19 early intervention providers. Results indicated statistically significant improvements in parent efficacy and parent-child interaction (affection and responsiveness) following participation. Parents and providers highlighted the role of the parent and reported improvements in child engagement, social interaction, and skill development in successful playgroups. Play activities and objects, facilitator support, and parent capacity were rated as supports for feasible delivery; challenges included child engagement and program implementation. These results provide preliminary evidence for both the effectiveness and feasibility of providing therapeutic playgroups as part of comprehensive early intervention services.

Recognition that schools should be responsive to children who are impacted by adversity and trauma is burgeoning internationally. However, consensus regarding the necessary components of a trauma-informed school is lacking. This research developed expert-informed and internationally relevant best-practice trauma-informed principles for schools. A four-phase methodology included (i) identification of school-relevant trauma-informed practice programs, (ii) inductive thematic analysis of the main concepts underlying programs, (iii) phrasing of draft Principles and (iv) Principle revision and finalisation via a two-round Delphi survey with international experts. Excellent agreement by experts on the importance of all Principles was achieved (round 1 [greater than or equal to] 86.4%, 2 [greater than or equal to] 92.3%). The final 'International Trauma-Informed Practice Principles for Schools' (ITIPPS) include four Overarching (A-D) and 10 Practice Principles (1-10). Summarised, these include that the school: (A) is student focussed; (B) models compassion and generosity; (C) is understanding and responsive; (D) incorporates recognition of their First Nations peoples in the school's ethos: (1) prioritises safety and wellbeing; (2) models positive relationships; (3) provides a positive culture and connects; (4) consults and collaborates; (5) supports vulnerable students; (6) teaches social and emotional learning; (7) provides trauma-informed practice training; (8) is predictable yet flexible; (9) identifies and nurtures strengths and (10) reflects, changes and grows. The ITIPPS provide clear guidance for education sectors, schools and other settings about appropriate learning environments for children and young people impacted by trauma. Research is now underway in Western Australian schools to pilot test the feasibility and impact of using the ITIPPS within a framework (thoughtfulschools.org.au) to establish trauma-informed schools.

School teachers are susceptible to mental health issues due to the challenging responsibilities the teaching profession entails. While several interventions have demonstrated effectiveness in improving teachers' social emotional competencies and mental health outcomes, little work has examined the potential of dialectical behavior therapy-skills training (DBT-ST) in improving teacher outcomes. This study aimed to assess the effects of a five-session, Malay-translated DBT-ST on psychological symptoms (anxiety, depression, stress, burnout), social-emotional competencies, DBT skills use, and dysfunctional coping in a sample of school teachers in East Malaysia. Fifty-three participants were recruited and assigned into DBT-ST or a control group, consisting of attending a mental health talk. Analyses showed that DBT-ST participants reported greater decreases in student-related burnout and dysfunctional coping, and greater increases in DBT skills use compared to the control group from pre- to post-intervention. There were no between-condition differences on changes in other mental health outcomes, though session attendance was linked positively to improvements in several outcomes in the DBT-ST condition. Analyses of post-intervention feedback indicated that brief DBT-ST was deemed acceptable and feasible among the research participants. In conclusion, DBT-ST holds promise as an intervention to lower student-related burnout and facilitate adaptive coping among school teachers.

Grounded in critical race theory and a burgeoning field of Black feminist technology studies, this article takes a techno-structural approach to understanding the promise and peril of internet technology to support activism, transformational resistance and counter-storytelling for Black college-agewomen. Qualitative interviews with 17 Black undergraduate women reveal multiple benefits of leveraging social media for racial justice, as well as the socioemotional and academic consequences of algorithmic racism. These findings support the need to develop new conceptual frameworks that can foster students' sociotechnical consciousness, and further equip them with the critical race techno-literacies needed to disrupt anti-Blackness both on and offline.

Students with special education needs (SEN) face challenges in developing career adaptability and self-efficacy. Using a sample of 355 students with SEN in Hong Kong, this study evaluated effects of social connectedness and meaning in life on career adaptability and career self-efficacy. Data were collected twice, participants completing self-report measures at baseline and 18 months later. Analysis found that meaning in life significantly and positively predicted both variables. At follow-up, social connectedness directly predicted presence of meaning, while indirectly predicting career adaptability and self-efficacy. Interventions for SEN students should seek to strengthen their social connectedness and meaning in life.

In this article we experimentally evaluate Colombia's Think Equal program, which teaches socioemotional skills to children ages 3 to 6. Given the context of COVID-19, the original design was adapted as a hybrid model, alternating in-person and remote instruction and engaging families in the implementation of the curriculum. We found that the program had positive effects on children's prosocial behavior, self-awareness, and cognitive learning. The intervention also had an impact on the education center's personnel (community mothers) and caregivers implementing the activities. Treated community mothers had higher levels of empathy, lower negative health symptoms, better pedagogical practices, and a closer relationship with the children's caregivers compared with those in the control group. Treated caregivers had better stimulation practices and lower negative health symptoms compared with those in the control group. These findings suggest that a well-designed intervention has the potential to develop socioemotional skills in children at an early age and, at the same time, to develop capacities in those who implement the activities. Our results have important implications for the design, implementation, and evaluation of early childhood socioemotional learning programs and provide novel evidence about the challenges faced by interventions combining face-to-face and remote learning.

Background: Historical trauma and cultural loss resulting from colonialism have contributed to educational and health disparities among Pacific youth. Recognizing the protective factors is essential for mitigating disparities and enhancing the overall well-being of these youth. Objective: This review provides evidence about the current state of youth development among Pacific youth. Methods: We conducted a systematic review of the literature published between 2010 and 2020, including the fields of education, social, psychological, and medical sciences. We employed qualitative data analysis of 35 peer-reviewed studies. Results: The majority (69%) of the studies focused on program interventions among 10-19-year-old youth at-risk primarily in New Zealand among Maori (51%) and in the U.S. among Native Hawaiians and Pacific Islanders (46%). Health interventions were common in Hawai'i, while the New Zealand studies focused more on measuring youth resilience. Among the three outcomes identified, health/well-being was the most studied area, followed by social-emotional, and cognitive development. The outcomes suggest mainly positive effects on health and well-being, socio-emotional, and cognitive development related to Pacific youth. Conclusions: While the last decade has seen a growth of culturally anchored programs, more research is needed to account for wider social, economic, and political dynamics that impact youth development, which was largely unaccounted for in the extant studies. There is a need for broader developmental frameworks that would, first, align with the context and culture of the youth's community, and second, expand our horizon of the developmental patterns as they occur in diverse sociocultural contexts.

This study examines a child's personal experiences with peer relationship building in the classroom and is guided by Vygotsky's cultural historical concepts of the social situation of development and cultural tools and Hedegaard's (2012) model for learning and development. Hedegaard's (2012) dialectical-interactive approach was adopted to analyse the data for this study which was gathered using digital video observations of a grade one classroom within the western suburbs of Melbourne, Victoria, Australia over a five week period. This paper explores the strategies used by children that enables them to balance their desire for peer relationships while remaining within what is considered acceptable behaviours by their teachers within the classroom. It is argued that it is important for schools to continue to strive to find the balance between institutional demands while creating social situations that foster peer relationships.

This study investigates the reasons behind the decision to send children aged under three to ECEC (Early Childhood Education and Care) and the causes that may explain why some families send their child to ECEC once they reach the age of two while others decide to do so at an earlier age. To answer the first question posed a probit model is used, while to answer the second query a Heckprobit model is estimated to take into account possible selection bias. The data for this study was taken from an unpublished database compiled by the Spanish National Institute for Educational Evaluation, which gathers information from 1,166 children schooled in the Infant Education stage. The results of our estimations show that the decision to enroll children under three in ECEC services depends fundamentally on the sociodemographic characteristics of the mother (educational level, employment situation and age), on household size (if it is a large family) and on the availability of ECEC services in the area in which the child lives. Our study has also shown that the only variable regarding factors that explain the differences in the age of access to ECEC services, two or under two, is the importance that parents place on their children developing empathy towards others. On the basis of our results, the study offers recommendations aimed at the progressive universalization of this initial educational stage.

Shy-withdrawn behaviours place preschoolers at increased risk of experiencing adverse developmental outcomes. Positive teacher-child relationships play a protective role against these negative socioemotional outcomes. This study aimed to understand, in-depth, the beliefs, practices and support needs of preschool teachers toward shy-withdrawn children. Thirty preschool teachers of children aged 3-5 years were interviewed, using a semistructured guide. The thematic analysis revealed that most preschool teachers were aware of the main manifestations, transactional influences and consequences of shy-withdrawn behaviours, and of the empirically validated strategies that may be useful to modify them. However, a noteworthy proportion of participants reported misconceptions about the intentionality of shy-withdrawn behaviours, negative emotions and inconsistent or less effective practices. Our findings highlight that strengthening pre-service and in-service training and providing "coaching" to the preschool staff may be helpful to restructure dysfunctional beliefs about shy-withdrawn behaviours, translate developmental knowledge in evidence-based classroom practices and enhance professionals' self-awareness.

Research has consistently shown that difficulties in facial emotion recognition (FER) are associated with peer problems and internalizing symptoms during middle childhood. However, no longitudinal research has investigated the direction of effects, that is, how these constructs influence each other across time. In this preregistered three-wave panel study, we tested the directional effects between FER, peer problems, and internalizing symptoms among Finnish school-aged children (n = 3,607; M[subscript age] = 8.20, SD[subscript age] = 0.86; 51% female). The results of random-intercept cross-lagged panel models showed that a low FER accuracy and high biases toward happiness and sadness correlated with higher levels of peer problems and internalizing symptoms at the between-person level. However, we found no evidence of directional effects at the within-person level. Overall, our findings suggest that these constructs might be associated because of shared underlying causes, rather than mutually influencing one another in middle childhood.

There is a renewed focus on what constitutes a well-rounded education, as well as a growing interest in broader indicators of educational success, including social and emotional development and school engagement. However, identifying educational practices that improve such outcomes has proven elusive. We explore the role of arts education on a broad range of educational outcomes using administrative and survey data from Boston's public schools. We find that students receiving the arts in school attend more, are more engaged, and their parents and teachers are more likely to participate and be engaged at school, with larger effects for students with individualized education plans, students with lower standardized test scores, and students with a history of chronic absenteeism. These findings call attention to the pivotal role of the arts in providing students with socially and emotionally supportive learning environments that enhance relationships between students and schools.

Student mental health needs continue to rise across the United States and many students and families rely on schools to provide services to meet these needs. Yet, an overwhelming number of available frameworks and approaches to school mental health (SMH) and overlapping terminology surrounding SMH supports like trauma-informed (TI) approaches, social and emotional learning (SEL), and others can lead to confusion and potentially less effective implementation of services and supports for students. In this paper, we aim to mitigate this confusion and offer a solution that integrates several of these approaches into a single complementary model with a special emphasis on the role of SEL. We first present an overview of commonly used SMH frameworks. Next, we present the Trauma-Informed Multi-Tiered Systems of Support Model (TI-SEL MTSS)--an adaptation of the TITI-SEL MTSS--to include and emphasize the specific role of SEL as a critical foundational layer within a multi-tiered system of support. The proposed adapted model maintains the key structure of a MTSS while highlighting the importance of embedding SEL pedagogy in daily teaching practices and all aspects of school life. A case study is used to illustrate how the proposed model adaptations can be used in practice and in tandem with TI and SMH services without being conflated as the same service as SEL. Practical implications for implementation are discussed.

Computational Thinking (CT) is essential for developing creativity, problem-solving, and digital competence in the 21st century. Coding tools like robotic toys and tablet apps have become popular in early childhood education to support CT development, but there is a debate on which tool is more effective. Little evidence exists on the effect of coding on children's Social-Emotional Competence (SEC), which is crucial for lifelong development and extends beyond cognitive development. This experimental study aimed to compare the effectiveness of two 9-week programs on promoting 73 preschool children's CT and SEC, one using coding robots and the other using coding apps. The results showed that children who participated in the Coding Robot Program had higher CT scores than those in the Coding App Program, after controlling for age, gender, family socioeconomic status, and baseline CT scores. While the SEC scores showed no substantial disparities between the groups, it was revealed that the initial performance levels moderated the intervention effects on emotional regulation and overall SEC. This suggests that the Coding Robot Program could be especially advantageous for a subset of children who initially have difficulties with emotional regulation and social skills. Implications of this study are presented for research and practice.

This study describes an initiative to support first-year teachers and address the following questions: During a year-long, asynchronous support/study group to help first-year teachers with classroom management, what SEL practices would the teachers identify as effective in supporting their classroom management and what SEL competencies would those practices help their elementary and secondary students develop? Data were collected from questionnaires and wiki space discussions. Findings demonstrate that the first-year teachers' initial conceptions of classroom management became increasingly aligned with the ways in which culturally responsive SEL practices can support classroom management and help elementary and secondary students foster important SEL competencies.

The "1,2,3,emoció!" is a universal preschool program of emotional education for children aged 3-5 years that has positive effect on emotional competence. The objective of this study was to evaluate the effectiveness of this program specifically in 3- to 5-year-old children with autism spectrum conditions. The effectiveness was evaluated during the first year of implementation (school year 2018-2019) in Barcelona. We conducted a cluster randomized community trial, with schools as units of randomization. The children's level of emotional competence was evaluated with the validated Emotional Competence Assessment Questionnaire (score range from 30 to 180). We designed a linear regression model for paired measures. The dependent variable was the final Emotional Competence Assessment Questionnaire score adjusted by the initial score, sex, and grade. The sample consisted of 49 children with autism spectrum conditions, of which 11 were girls. Children in the intervention group showed an increase from the initial score to the final score that was almost three times higher (16.1) than the increase observed in children in the comparison group (6.6). The difference between the two groups was statistically significant, with 8.9 points (95% confidence interval: 1.2-16.6) attributed to the intervention. We conclude that the "1,2,3,emoció!" universal program has the potential to be effective in children with autism spectrum conditions.

Machiavellianism is an antisocial interpersonal style involving the use of manipulative, deceptive, and coercive behaviors in the pursuit of self-interest. Although widely studied as a "dark" personality trait in adults, relatively little is known about the developmental correlates of Machiavellian tendencies earlier in life. The present study addressed this knowledge gap by examining associations between Machiavellian behavior and three theoretically relevant social-emotional domains-prosocial emotions, emotion recognition skills, and self-control--in a community sample of 7- and 11-year-old Canadian children (N = 300, 50% female). Of particular interest was the extent to which individual differences in social-emotional capacities were uniquely associated with Machiavellian behavior after controlling for aggression, a relatively well-studied antisocial behavior in childhood. Parents reported on children's Machiavellian behavior and aggression. Social-emotional correlates were assessed via parent and child reports, behavioral tasks, and physiological assessments. Machiavellian behavior and aggression were similarly associated with lower parent-reported prosocial emotions and self-control. Machiavellian (but not aggressive) behavior was associated with lower child-reported guilt (a prosocial emotion), higher resting skin conductance levels (reflecting a general tendency for higher arousal), and better anger recognition. Semipartial correlational analyses indicated that these patterns of association with Machiavellian behaviors held independent of aggression. These findings indicate that, by middle childhood, Machiavellian behavior constitutes a distinct form of antisocial conduct that is associated with a unique social-emotional risk profile.

The social and emotional development of students is one of the important goals of inclusive education. The aim of this paper is to provide a comprehensive understanding of the multidimensional social and emotional competencies of students with special educational needs (SEN), with a focus on identifying the areas in which they achieve the highest and lowest levels of proficiency. Furthermore, it will be investigated whether there are gender differences in the social and emotional competencies of students with SEN, and differences in comparison to students without SEN. This research is based on the CASEL conceptual framework of social and emotional learning. A random sample of teachers (N = 54) assess the social and emotional competencies of both students with SEN (N = 54) and students without SEN (N = 54) with Devereux Student Strengths Assessment (DESSA). Participants completed questionnaires online in spring of 2021. The results show that students with SEN exhibit the highest level of competence in relationship skills and optimistic thinking, whereas the lowest level of competence is found in goal-directed behaviour and self-management. There were no discernible gender differences observed in the social and emotional competences of students with SEN. Compared to students without SEN, they exhibit statistically significant lower levels of every social and emotional competency. The findings indicate the necessity of implementing interventions targeting goal-directed behaviours and self-management of students with SEN.

Moderating the intensity and expression of our emotions is necessary for successful engagement in learning. This systematic review explored, "what are schools doing to support autistic children and young people to develop their emotion regulation skills?" Critical analyses considered the inclusiveness of interventions and whether/how autistic pupils were asked about their participation. PsycINFO, Web of Science (Core Collection) and ERIC were searched on 18 July 2022. Eight studies were included, incorporating 419 autistic pupils, aged three to 17, from at least 955 schools in the USA, Australia and France. A narrative synthesis was used to provide an overview of the literature. Seven different approaches to emotion regulation were utilised, and only one was used in the school prior to the research. Forty out of 419 autistic pupils were asked for their views of the intervention they received. There is a lack of research considering school-led approaches to embedding emotion regulation skill development in everyday school practices and a lack of involvement of autistic pupil's views about emotion-regulation interventions. More research is needed to enable educational professionals to provide evidence-informed support for autistic pupils to develop their emotion regulation skills.

Schools are increasingly encouraged to adopt evidence-based or evidence informed interventions and implement them using insights from implementation science. The literature relating to implementation of interventions in schools has focused largely on universal interventions, particularly for social and emotional learning (SEL), which are designed for all children and young people. In contrast, targeted interventions provide additional support for those pupils who may require small group or individual support over and above that provided at the universal level. To date there has been limited consideration of factors which are important for the implementation of targeted SEL interventions. Data from an exploratory case study with two schools implementing Lego therapy are used to illustrate the implementation factors relevant to this targeted intervention. Findings indicate similarities in universal and targeted intervention core components and factors but also a number of distinct elements that are important to consider when implementing Lego therapy and potentially other targeted SEL interventions. Key considerations include the interaction with the wider school system, the pivotal role of the intervention champion, and the importance of external support for problem solving and sustainability. The resulting model may inform further development of implementation frameworks for Lego therapy and other targeted SEL interventions.