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This study sought to understand the influence of participation in a physical activity-based, social and emotional learning-focused after-school. Undergraduate students (N = 25) from a variety of ethnic backgrounds participated in semi-structured interviews and regular journaling. Data were analyzed inductively and deductively through the lens of occupational socialization theory. Four themes were developed: (a) career confirmation, refinement, and reevaluation that occurred from volunteering; (b) career development through hands-on experiences; (c) personal and interpersonal development through working with others; and (d) development in relationships and emotional health. The participants found the program to be valuable for their career choices, whether it was confirming their career choice or changing it. It also increased their ability to use social and emotional strategies to deepen relationships and navigate stress within and outside of the program. Implications for research and practice are discusses in relation to the findings. [ABSTRACT FROM AUTHOR]

Purpose: Although physical education (PE) leadership programs are widespread, little research has examined the PE leaders' perceptions of these experiences. The purpose of this study was to assess student ratings of developmental experiences in a PE leadership program compared with ratings of the typical PE student experience. Method: A matched case-control study design was used to assess high school students' (n = 186) subscale scores on the Youth Experience Survey 2.0. Data were analyzed using matched-pairs t tests, and Cohen's d was used as a measure of effect size. Results: As hypothesized, PE leaders reported significantly higher levels of positive experiences and no significant differences on negative experiences. Discussion/Conclusions: Little is known about what happens in most PE leadership programs. Results presented here support claims that PE can support meaningful leadership development. Implications for practice and research are discussed. [ABSTRACT FROM AUTHOR]

Introduction: This study aims to uncover the representations and practices of Portuguese and Spanish school teachers regarding social and emotional learning (SEL), hoping to contribute to filling a perceived gap in the empirical literature of these two countries. Methods: This is an exploratory qualitative study with a convenience sample of 68 Portuguese and Spanish teachers who responded to an open-ended questionnaire. The teachers' responses were analyzed following a hybrid approach to the method of thematic analysis. As an extension to the study, we checked the level of similarity of the perspectives and practices expressed by the Portuguese and the Spanish teachers. Results: The findings reveal the participants' awareness of the theoretical foundations of SEL with an emphasis on the association between SEL and students' mental health. In terms of classroom practices, they tended to implement activities involving students in reflecting on their feelings and emotions to facilitate the development of healthy social and emotional behavior. No significant differences were found between teachers from the two countries. Discussion: Our findings echo previous research showing that teaching SEL cannot be a process carried out haphazardly or intuitively. Teachers who are well-trained and prepared to teach are more willing to change their practices and more likely to implement SEL in their classrooms. Therefore, the development of teaching skills in SEL should be part of initial and in-service teacher training programs to become competent in promoting a whole school approach. [ABSTRACT FROM AUTHOR]

Background: Integrating mindfulness practices and Social and Emotional Learning (SEL) into teacher education can significantly enhance educators' wellbeing, resilience, and effectiveness. However, the cultural specificity of such interventions, particularly in the Chinese educational context, requires careful adaptation and examination. Objective: This study aims to design, implement, and evaluate a culturally adapted MBSEL curriculum for Chinese pre-service teachers. It investigates the program's effectiveness in improving mindfulness, self-compassion, and life satisfaction, contributing to the literature on integrating mindfulness and SEL in teacher education within a specific cultural setting. Methods: Employing a quasi-experimental design, the study involved a sample of 41 Chinese pre-service teachers divided into an experimental group (n = 22) and a control group (n = 19). The MBSEL program's impact on participants' mindfulness, self-compassion, and life satisfaction was assessed using pre- and post-intervention measures. Results: The results of repeated measures analyses of variance indicated significant improvements in mindfulness, self-compassion, and life satisfaction among participants in the experimental group compared to the control group. These outcomes underscore the effectiveness of the culturally adapted MBSEL program in enhancing key aspects of pre-service teachers' wellbeing and professional readiness. Discussion: The study demonstrates that a culturally adapted MBSEL curriculum effectively enhances mindfulness, self-compassion, and life satisfaction among Chinese pre-service teachers. This emphasizes the necessity of cultural sensitivity in developing mindfulness and SEL interventions for teacher education. Moreover, the success of the MBSEL program suggests its potential for global integration, urging policymakers and educators to prioritize culturally tailored approaches to enhance teacher wellbeing and educational outcomes. [ABSTRACT FROM AUTHOR]

Playful pedagogies, rooted in experiential learning, integrate play, humor, spontaneity, and levity to create engaging educational experiences. Playful pedagogies have been shown to support adults' emotional resilience and sense of belonging while reducing stress and anxiety. Despite these benefits, their use in education preparation programs (EPPs) remains underexplored. Given the increasing focus on teacher social and emotional learning (SEL), playful pedagogies hold significant potential for equipping future educators with the skills needed to foster both their own and their students' SEL growth. This paper advocates for a shift in teacher education from predominantly lecture-based instruction to a model that incorporates joy, humor, and experiential learning. We propose integrating playful pedagogies with a reflective learning cycle to enhance SEL competencies among pre-service teachers. Specifically, we introduce a conceptual model that combines a four-level pyramid of playful learning with an iterative reflection process. By integrating playful pedagogy into EPPs, we aim to foster resilience, creativity, and collaboration among future teachers, empowering them to create inclusive learning environments that nurture their students' holistic development. [ABSTRACT FROM AUTHOR]

ABSTRACT Background Methods Results Implications for Practice Conclusion This practice paper exemplifies a systematic approach used to learn about existing mental well‐being programs for youth 11–14 years to inform curriculum development for after‐school settings.We reviewed 3389 mental well‐being programs from publicly accessed databases and conducted a content analysis using inductive and deductive coding to explore the domains each program addressed.Through our content analysis of the final eight programs, we found strong alignment with the Collaborative for Academic, Social and Emotional Learning (CASEL) core social–emotional competencies: self‐awareness, self‐management, social awareness, relationship skills, and decision‐making.Although using established processes (e.g., PICO, CFIR) to review public databases is an effective research strategy, engaging in research‐intensive endeavors is time consuming and may not be practical for after‐school administration. The benefits of community–academic partnerships, such as EMPOWER, are highlighted as an approach, and opportunity, to promote evidence‐based research practices to inform programming in community organizations.Enhancing youth social emotional competencies is an important means to supporting youth mental well‐being. Incorporating a systematic approach to select youth mental well‐being programs provides a structure, for our EMPOWER project, that can steer the choice of curricula to meet the needs of after‐school program contexts. [ABSTRACT FROM AUTHOR]

The purpose of this meta‐analysis was to examine the effectiveness of school counselor‐led social and emotional learning (SEL) interventions, including an exploration of the moderators that could influence variations in these effect sizes. Drawing from 28 published articles over the last 20 years in school counseling‐affiliated academic journals, results indicated that school counseling SEL interventions result in a small to moderate significant mean effect size (Hedges's g = 0.308). While the moderator analyses did not yield statistically significant results, the different magnitudes of the effect sizes across the subgroups based on these moderators have implications for school counseling practice, research, and policymaking. [ABSTRACT FROM AUTHOR]

Self-efficacy has been associated with benefits to everyday life such as resilience to stress and adversity, healthy behaviours, improved performance, and academic achievement. Research into self-efficacy development is scarce in early childhood, yet self-efficacy is associated with numerous skills and competencies taught in the early years of school. A mixed-method approach was employed to explore early childhood teachers' understanding of how self-efficacy developed in children. The study focussed on teachers of children in Kindergarten to Year 2 (K–2) in primary schools in Western Australia and was conducted in two phases. Initially, an online survey, answered by 74 K–2 teachers, was implemented to gather early childhood teachers' understandings of the self-efficacy construct. The second phase sought additional description of survey findings through semi-structured interviews with 10 early childhood teachers. Findings identified that early childhood teachers describe the sources of self-efficacy differently to research with older children and adults. In older children, mastery is considered a primary source of self-efficacy, as mastery experiences provide children with concrete evidence of their capabilities and competence. This study identified that young children, who have not had time or opportunity to master complex cognitive tasks, rely on self-efficacy sources that are more in line with their developmental levels, including their physiological and emotional states. This finding has major implications for how teachers, school leaders, curriculum writers and policy makers think about the self-efficacy development of children in early childhood settings. [ABSTRACT FROM AUTHOR]

Therapy dogs can improve the social and mental health outcomes for children and adolescents. School-based interventions that address social and emotional learning (SEL) can promote children's overall wellbeing and educational outcomes. This study used a qualitative approach to explore children's perceptions of a 12-week therapy dog-assisted SEL intervention in a mainstream primary school in Australia. Open-ended survey questions were completed by 85 Year 5 students and five of these students engaged in a follow-up interview. A thematic analysis identified three main themes: 1) empowerment through emotional learning, 2) positive relationships with peers and family, and 3) personal growth. Empowerment through emotional learning included the subthemes of experiencing, understanding, regulating, and expressing emotions. Positive relationships included the subtheme of communication. Both the SEL components of the program and the integration of a therapy dog appear to have contributed to a perceived positive impact on children's wellbeing overall. This study contributes to the evidence of how therapy dogs can impact school environments and provides a structure for how a therapy dog can support student wellbeing. [ABSTRACT FROM AUTHOR]

This study investigated the pedagogical strategies implemented by preschool teachers to scaffold social and emotional learning (SEL) in socioeconomically disadvantaged children (ages 3-4) during the 2020–2021 school year amidst COVID-19 in the United States. The participants consisted of eight teachers (representing four teaching teams of one lead teacher and one teacher assistant) from four classrooms in one preschool. The teachers (ages 26–49 years, M = 39 years) had 1–20 years (M = 10 years) of teaching experience. Each teacher was interviewed individually for an average of 40 min virtually via Zoom. A thematic analysis of the data revealed that the four most prevalent strategies applied by the teachers to scaffold the children's SEL were: (1) conducting daily feelings check-ins, (2) modeling social and emotional skills, (3) engaging children in book reading and discussion, and (4) involving children in developmentally appropriate physical activities. These teachers also reported that some children missed out on critical SEL due to their absenteeism. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article introduces current initiatives in moral education and discusses the future direction of its practice. Moral education has recently been designated in the Japanese curriculum as a ‘special subject,’ prompted by increasing school crises such as bullying. However, practices in moral education instruction lack an evidence-based approach. One key to achieving true effectiveness lies in the new framework of Social and Emotional Learning, with multiple evidence-based approaches proposed. The aim has shifted toward helping students not only become ‘more prosocial’ and ‘moral’ but also achieve a ‘healthier’ state of well-being. To nurture students’ abilities, a moral approach that contributes to each student’s personal development, academic success, and social impact is required. In this context, considering the development of both the individual and the ever-influential environment, this article proposes a direction for moral education in the future, highlighting the importance of holistic approaches to foster healthy development in students. [ABSTRACT FROM AUTHOR]

Background: Social and emotional learning (SEL) is crucial for developing skills such as emotional regulation, cooperation, and goal achievement. Deficits in these skills are linked to later academic and behavioral problems. While SEL interventions have been widely implemented internationally, few have been tested in early childhood settings in Japan, and their effectiveness remains unclear. In 2022, the Fun FRIENDS social and emotional learning program was introduced in class units for 4–5-year-olds attending kindergartens and children's schools in Wakayama Prefecture, Japan. Thus, this study examined the effectiveness of the Fun FRIENDS program in children aged 4–5 years in Japan. Methods: Fun FRIENDS is based on a cognitive-behavioral approach designed to teach participants how to cope with anxiety and stress, and to develop resilience and confidence. The program consists of 10 weekly sessions of approximately 1 h each. The intervention group comprised 115 children from two facilities, while the control group comprised 93 children from three facilities. Intervention effectiveness was evaluated through changes in externalizing (e.g., aggression, oppositional behavior) and internalizing behaviors (e.g., anxiety, depression), measured using the Strengths and Difficulties Questionnaire. Finally, data from 94 participants in the intervention group and 66 participants in the control group were analyzed. Results: In the intervention group, externalizing behaviors showed a significant reduction both before and after the intervention and internalizing behaviors also decreased significantly. Conversely, the control group did not exhibit any significant changes in either externalizing or internalizing behaviors before or after the intervention. The effect size for externalizing behaviors in the target group was 0.744, while the effect size for internalizing behaviors was 0.653. Conclusions: Social and emotional learning programs in classrooms may effectively control problem behaviors in early childhood and prevent school maladjustment. A whole-class approach can reach more children, maximizing the preventive effects. The program can improve academic performance and social adaptation, contributing to the long-term development of psychological health and social skills. Nevertheless, further longitudinal research is required to assess the program's long-term effects. In summary, strengthening the focus on social-emotional learning in early childhood education policy is key to realizing long-term benefits for child development. [ABSTRACT FROM AUTHOR]

Social and emotional learning (SEL) enhances children's academic and life achievements when implemented well. While previous studies explored factors influencing teachers' implementation of SEL, limited attention has been given to the role of their social and emotional competence (SEC). To address this gap, this study analyzed surveys from 434 primary school teachers in Malawi using hierarchical linear modeling. The findings reveal a positive relationship between teachers' SEC, specifically in emotion regulation and relationship management, and their integration of SEL in daily classroom instruction. Notably, teachers serve as behavioral role models through socialization, communication, and emotional conduct. Strengthening teachers' SEC, in conjunction with SEL pedagogy training, could help foster SEL-rich school environments for learners in Malawi and similar contexts. [ABSTRACT FROM AUTHOR]

Listening is necessary for effective learning. Unfortunately, outside of comprehension tasks, listening is rarely emphasized as a key component of classroom instruction. This study considers a specific type of listening, sacrificial listening, theorized to help to bridge cultural, political, and religious divides by emphasizing understanding and unfamiliar voices. In this qualitative, arts-based research study, found poetry is used to investigate preservice teachers (PST) understandings of sacrificial listening as a pedagogical tool, including their consideration of its key components and applications to practice in the elementary classroom. While PST do appear to understand the power of sacrificial listening in reducing misunderstandings between unfamiliar voices, findings from this study also confirm what is already known about teacher education: there is an explicit need for teacher educators to intentionally work with PST on how to take an abstract theory and apply it to practice in concrete ways. [ABSTRACT FROM AUTHOR]

This study investigated how social and emotional learning mediates the relationship between adolescents' perceptions of school culture and their levels of school engagement. A total of 365 high school adolescents (52.9% female, 47.1% male) participated, with data collected using the School Engagement Scale, School Culture Scale, Adolescents' Social and Emotional Learning Scale, and a Demographic Information Form. The Pearson productmoment correlation analysis results show that there are statistically significant positive relationships between school culture, school commitment, and social and emotional learning variables. It was discovered that the school culture significantly predicted school engagement in adolescents. Findings indicated a significant effect of school culture on social and emotional learning, and this, in turn, significantly affected students' engagement with school. The study concluded that the relationship between school culture and school engagement in adolescents was partially mediated by social and emotional learning, with its indirect impact proving significant. [ABSTRACT FROM AUTHOR]

The impact of teachers' beliefs on the implementation and effectiveness of Social and Emotional Learning (SEL) programs underscores the essential need for reliable measures of these beliefs. This study aims to explore and validate the psychometric properties of the Teacher Social and Emotional Learning Beliefs Scale (TSELBS) within the Chinese educational context, utilizing the Partial Credit Model of the Rasch family models. Through the analysis of responses from 893 Chinese teachers, our findings confirm the reliability, validity, and robust psychometric properties of the TSELBS, making it a valuable instrument for assessing educators' SEL beliefs. Additionally, our results indicate that the TSELBS demonstrates fairness across gender, educational levels, and areas. These outcomes emphasize the critical role of culturally sensitive methods in evaluating SEL beliefs and lay a foundational step for future cross-cultural research in this domain. This contribution advances the global conversation on SEL, facilitating further studies on similar validations across diverse cultural settings. [ABSTRACT FROM AUTHOR]

Objective: The social and emotional learning (SEL) framework is widely recognized as being effective for developing social and emotional competencies among students of all ages. However, the evidence for specific intervention models with older student populations is less established. The objective of this systematic review was to rate the evidence supporting the effectiveness of SEL interventions aimed at improving mental health outcomes among preadolescents and adolescents. Methods: A search of major databases, gray literature, and evidence base registries was conducted to identify studies published from 2008 to 2022 that assessed the effects of SEL interventions on mental health outcomes among students ages 10–19 years. The authors rated the evidence for SEL interventions as high, moderate, or low based on established rating criteria. Results: In total, 25 articles reporting on 17 original research studies were reviewed. Sixteen intervention models were assessed, with 11 resulting in improved mental health symptoms; however, no intervention was evaluated in a large enough number of studies to surpass a low evidence rating. Some studies reported cost benefits and high effectiveness of an intervention with students from diverse racial-ethnic or low socioeconomic backgrounds. Conclusions: SEL interventions can improve mental health outcomes among preadolescents and adolescents. Additional research is needed to strengthen the evidence base for specific intervention models. [ABSTRACT FROM AUTHOR]

The application of Social and Emotional Learning (SEL) methodologies within classrooms has been widely adopted and examined, highlighting its positive impact on the academic, emotional, and social sectors at both the individual and classroom levels. Through this wide applicability, a need is identified to focus more on the development of SEL approaches that support the integration of the various parts of a SEL methodology (e.g., planning, implementation, monitoring and assessment). Such approaches should not underestimate the value of the SEL assessment. It is necessary to engage both the developers and the practitioners of SEL methodologies and provide tools to assist teachers to better interpret the collected data and results and plan targeted SEL activities. Motivated by such needs, we detail the EduCardia SEL methodology, which focuses on the provision of a set of guidelines and tools to assess and improve the social and emotional competencies of students in primary and secondary educational levels, taking advantage of Information and Communication Technologies (ICT). The EduCardia SEL methodology considers the integration of the various parts of a SEL methodological approach and supports continuous assessment processes while offering user-friendly interfaces to interpret the produced results. Evaluation results are provided based on the application of the EduCardia SEL methodology in K12 schools in Greece for a short period of time, considering three different age groups. The targeted competencies are shown to be improved, while teachers provide insights on the applicability and efficiency of the proposed approach.

Abstract Background Social and emotional learning (SEL) is crucial for developing skills such as emotional regulation, cooperation, and goal achievement. Deficits in these skills are linked to later academic and behavioral problems. While SEL interventions have been widely implemented internationally, few have been tested in early childhood settings in Japan, and their effectiveness remains unclear. In 2022, the Fun FRIENDS social and emotional learning program was introduced in class units for 4–5-year-olds attending kindergartens and children’s schools in Wakayama Prefecture, Japan. Thus, this study examined the effectiveness of the Fun FRIENDS program in children aged 4–5 years in Japan. Methods Fun FRIENDS is based on a cognitive-behavioral approach designed to teach participants how to cope with anxiety and stress, and to develop resilience and confidence. The program consists of 10 weekly sessions of approximately 1 h each. The intervention group comprised 115 children from two facilities, while the control group comprised 93 children from three facilities. Intervention effectiveness was evaluated through changes in externalizing (e.g., aggression, oppositional behavior) and internalizing behaviors (e.g., anxiety, depression), measured using the Strengths and Difficulties Questionnaire. Finally, data from 94 participants in the intervention group and 66 participants in the control group were analyzed. Results In the intervention group, externalizing behaviors showed a significant reduction both before and after the intervention and internalizing behaviors also decreased significantly. Conversely, the control group did not exhibit any significant changes in either externalizing or internalizing behaviors before or after the intervention. The effect size for externalizing behaviors in the target group was 0.744, while the effect size for internalizing behaviors was 0.653. Conclusions Social and emotional learning programs in classrooms may effectively control problem behaviors in early childhood and prevent school maladjustment. A whole-class approach can reach more children, maximizing the preventive effects. The program can improve academic performance and social adaptation, contributing to the long-term development of psychological health and social skills. Nevertheless, further longitudinal research is required to assess the program’s long-term effects. In summary, strengthening the focus on social-emotional learning in early childhood education policy is key to realizing long-term benefits for child development.

This study investigated how social and emotional learning mediates the relationship between adolescents' perceptions of school culture and their levels of school engagement. A total of 365 high school adolescents (52.9% female, 47.1% male) participated, with data collected using the School Engagement Scale, School Culture Scale, Adolescents’ Social and Emotional Learning Scale, and a Demographic Information Form. The Pearson product-moment correlation analysis results show that there are statistically significant positive relationships between school culture, school commitment, and social and emotional learning variables. It was discovered that the school culture significantly predicted school engagement in adolescents. Findings indicated a significant effect of school culture on social and emotional learning, and this, in turn, significantly affected students' engagement with school. The study concluded that the relationship between school culture and school engagement in adolescents was partially mediated by social and emotional learning, with its indirect impact proving significant.

Purpose: The purpose of this study was to examine children's, camp counselors', and activity leaders' perceptions toward the effects of a 4-week teaching personal and social responsibility model-based summer learning and enrichment program and its ability to reduce bullying behaviors among school-age children. Method: Data collection included semistructured interviews with 30 children and eight camp staff. Child participants completed the following pre- and postsurveys: Personal and Social Responsibility Questionnaire and the Illinois Bullying Scale. In addition, daily observations over a 4-week period were recorded in a field notes log. Survey data were analyzed using descriptive statistics and bivariate correlations, and all observational and interview data were coded using inductive and deductive techniques. Results: The results indicated that the implementation of teaching personal and social responsibility model was perceived to be associated with reduction in the bullying. Conclusion: Findings from the present study suggested teaching personal and social responsibility facilitated social and emotional learning and improved children's personal and social responsibility. [ABSTRACT FROM AUTHOR]

This study explores how social skills are performed among first-grade elementary school children, focusing on key competencies such as communication, cooperation, and conflict resolution. Through qualitative observations and analyses, the study examines how individual differences influence children's social interactions and ability to adapt to structured educational environments. The data were collected using interview guides and documentation, which were later analyzed using thematic analysis. The findings reveal that there are three significant notes. First, regarding the communication pattern, the children are more intimate and relaxed when talking to peers and feel more serious when talking to teachers. Second, their ability to cooperate is shown in taking turns. Third, in resolving the anger conflict, they mostly stay silent, believing that it will disappear, and they find their teachers to help end the conflict. It is later concluded that first-grade children adapt their social skills based on context, showing different communication styles, cooperation, and conflict-resolution strategies with peers and adults. This implies that school teachers must pay attention to the student's ability to develop their social skills.

This study provides a foundational framework for how Social and Emotional Learning (SEL) can be taught to young learners through short stories. SEL teaches five important skills: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This research specifically investigates teaching these skills using the short story “The Little Black Fish”. It aims to evaluate how effectively short stories can develop SEL competencies, thereby enhancing the social and emotional well-being of young learners. The study provides valuable insights into the practical application of SEL competencies in educational settings by providing a framework and a lesson plan sample. Qualitative content analysis was employed, complemented by quantitative analysis to provide a more comprehensive understanding of the samples in the short story. This analysis was based on a template designed around the five competencies developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL). Thirty-one passages from the story were analyzed according to the template. The findings suggest that short stories are an effective tool for promoting SEL skills among young learners. Additionally, the designed template and lesson plan offer a practical guide for teachers teaching SEL through short stories.

Social–emotional skills (e.g., emotion regulation) influence a variety of academic outcomes among children. This study examined the relations of coping strategies and cognitive emotion regulation (CER) to academic achievement goals and academic performance among Chinese children (N = 401, age M = 10.52 years). Full Structural Equation Modeling (SEM) analysis showed that children's use of active coping strategies was positively associated with their endorsement of performance approach and mastery avoidance goals. Avoidant and support-seeking coping strategies were not associated with any outcome variables. Maladaptive CER was positively associated with performance approach, performance avoidance, and mastery avoidance goals and negatively associated with academic performance; adaptive CER was positively associated with mastery approach goals but not associated with other outcome variables. The current study provided some preliminary evidence to indicate that active coping strategies, maladaptive CER, and adaptive CER were associated with academic achievement goals and academic performance among Chinese children. Although maladaptive CER was not used as often as adaptive CER by Chinese children, the more they used maladaptive CER, the more likely they were to have academic achievement goals that focused on things other than learning itself, whereas the more Chinese children used adaptive CER, the more likely they were to set an achievement goal to master the knowledge. Therefore, in teaching practices or intervention planning, decreasing maladaptive CER strategies may be as important as cultivating adaptive CER strategies to facilitate academic success among Chinese children. [ABSTRACT FROM AUTHOR]

School rules, classroom norms, and social and emotional learning (SEL) modules carefully define, hone, and regulate what counts as "appropriate" and "inappropriate" behavior from students. While the stated intention behind these practices is typically to promote a sense of safety, well-being, and productivity in schooling, behavioral rules can also uphold racist, ableist, and neoliberal practices that pathologize and exclude children's bodily expressions. The line between behaviors that are "dangerous" versus "different" is laden with hegemonic power dynamics, and teachers must be encouraged to recognize these dynamics and resist them. I collaborated with six elementary-school teachers in the northwest United States to speak critically and self-reflectively about educational practices including SEL and classroom management. This paper explores instances in which the teachers grappled with where and how to draw lines around acceptable and unacceptable behavior, resisting an immediate exclusionary response to any behavior deemed undesirable. The teachers' affective dialogue demonstrates that reconsidering the limits of appropriate behavior is crucial yet complicated. I call for greater value and support to be placed on opportunities for teachers to openly discuss where lines should be drawn and where they might be loosened in ways that advocate for children's agency, diversity, and social-emotional wholeness. [ABSTRACT FROM AUTHOR]

Mental health issues in children and young people are frequent and can have enduring negative consequences. Preventive early interventions delivered at school may foster psychological well-being, and preliminary evidence suggests that mindfulness-based social and emotional learning (SEL) interventions have positive effects on children's mental health. The aim of this study was to evaluate a mindfulness-based SEL curriculum including a French adaptation of the Kindness Curriculum (KC), delivered by pre-kindergarten teachers, in a cluster randomized control trial. Sixty-four classes (761 children, aged 38–58 months) from a socio-economically disadvantaged area in France were randomly assigned to either intervention or waiting-list control conditions. Indicators of children's mental health, self-management, positive relationships with teachers and peers, emotional processing and executive functioning were collected through teacher-rated questionnaires, standardized observations, and behavioral tasks. Results in the whole sample indicated a positive effect of the intervention on children's mental health, including a reduction in emotional, conduct and peer relationship problems, and a reduction in teacher-child conflicts. No significant effects were found on the other indicators. Heterogeneity analyses revealed stronger effects of the intervention on several indicators for children who had a teacher with lower level of teaching experience, for children with lower baseline mental health and for older children. This program therefore appears as a promising early school-based intervention promoting mental health and positive relationships, especially in a subgroup of at-risk preschool-aged children. [ABSTRACT FROM AUTHOR]

This article explores how educators can utilize class meetings to teach essen tial social-emotional skills and build community. Drawing on Adlerian Psychology and Posi tive Discipline, practical examples are provided to demonstrate how class meetings foster a sense of belonging and significance, thereby improving student resiliency and overall wellbeing. Outcomes of class meetings on enhancing student communication and collaborative problem-solving among diverse students and school settings are explored. Students' per spectives about their class meeting experiences and subsequent outcomes are included. The importance of intentional facilitation in creating a cohesive and supportive environment that encourages students' active participation is discussed. The authors offer practical recommen dations for educators seeking to implement class meetings. Possible barriers to effective class meetings are shared, as are solutions to overcome common obstacles. [ABSTRACT FROM AUTHOR]

Although Social and Emotional Learning (SEL) is seen to benefit children and youth, evidence is largely built on summative trials of programmes, with little comparative insight into the specific approaches that underpin SEL. The current study sought to highlight a hitherto underutilized approach in identifying common SEL practices through the identification of "core components". Both instructional ("how" SEL is taught) and practice-based ("what" SEL is taught) elements were examined across 13 elementary level evidence-based programmes through a method of distillation of skills and practices. Findings showed a discrepancy between theorized SEL and identified components, consistent with emergent literature. Further, the study is the first to cross-examine practice and instruction elements, linking prevalent pedagogical approaches to specific SEL skills. The implications for core components as an approach are discussed in respect to a refinement of theory, considerations for teaching practices, and recommendations for the design of future research in SEL evaluation. Impact Statement This paper is an early step in addressing what "key ingredients" may underpin effective SEL provision in respect to the "what" and "how" of content and its associated pedagogy. In doing so, the paper highlights some novel findings, including the extent to which specific competencies are typically presented in SEL programming in comparison to theory, and what instructional practices are related to specific competencies in practice. This has implications for the specificity of programme design and flexibility in delivery, alongside important enhancements to SEL theory and research, maximising the benefit of SEL. [ABSTRACT FROM AUTHOR]

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Copyright of Mevzu is the property of Ali Sever and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Educators in rural schools are uniquely situated to address youth mental health disparities, yet often face challenges in delivering mental health supports. This paper describes the process of adapting the evidence-based Coping Power program, a small group prevention program for youth with aggressive behavior problems, to be a two-tiered (Tier 1 and Tier 2), transdiagnostic intervention to improve fit and feasibility for rural upper elementary and middle schools. Method: Identified challenges with the Coping Power program for rural areas included program length, substantial staffing and resource requirements, lack of universal programming, low caregiver engagement, and co-occurring problems. Initial adaptations included a classroom and small group format implemented by school staff, teacher consultations integrated into coaching and co-facilitation, and a technology-supported caregiver component. Implementer feedback forms, coaching notes, and individual interviews informed the iterative development and feasibility testing process. Results: Between 2019 and 2023, thirteen schools across six rural districts implemented the program. Student curriculum revisions included order and relative emphasis of content, classroom and small group overlap, necessary simplification of concepts, improved contextualization to the rural setting, and the addition of student workbooks. Supports for implementers included fully developed lesson plans and slides, a comprehensive implementation manual, video lesson overviews, action-focused training, and a 3-session coaching model to support implementer preparation and sustain motivation. Teacher and caregiver infographic text "nudges" were improved to promote generalization of concepts across settings. Discussion: By partnering with school-based implementers, the adapted program holds promise to be more feasible and appealing for rural schools than the original model. This fully developed program is now ready for larger-scale testing in rural schools. [ABSTRACT FROM AUTHOR]

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BackgroundIntegrating mindfulness practices and Social and Emotional Learning (SEL) into teacher education can significantly enhance educators’ wellbeing, resilience, and effectiveness. However, the cultural specificity of such interventions, particularly in the Chinese educational context, requires careful adaptation and examination.ObjectiveThis study aims to design, implement, and evaluate a culturally adapted MBSEL curriculum for Chinese pre-service teachers. It investigates the program’s effectiveness in improving mindfulness, self-compassion, and life satisfaction, contributing to the literature on integrating mindfulness and SEL in teacher education within a specific cultural setting.MethodsEmploying a quasi-experimental design, the study involved a sample of 41 Chinese pre-service teachers divided into an experimental group (n = 22) and a control group (n = 19). The MBSEL program’s impact on participants’ mindfulness, self-compassion, and life satisfaction was assessed using pre- and post-intervention measures.ResultsThe results of repeated measures analyses of variance indicated significant improvements in mindfulness, self-compassion, and life satisfaction among participants in the experimental group compared to the control group. These outcomes underscore the effectiveness of the culturally adapted MBSEL program in enhancing key aspects of pre-service teachers’ wellbeing and professional readiness.DiscussionThe study demonstrates that a culturally adapted MBSEL curriculum effectively enhances mindfulness, self-compassion, and life satisfaction among Chinese pre-service teachers. This emphasizes the necessity of cultural sensitivity in developing mindfulness and SEL interventions for teacher education. Moreover, the success of the MBSEL program suggests its potential for global integration, urging policymakers and educators to prioritize culturally tailored approaches to enhance teacher wellbeing and educational outcomes.

IntroductionThis study aims to uncover the representations and practices of Portuguese and Spanish school teachers regarding social and emotional learning (SEL), hoping to contribute to filling a perceived gap in the empirical literature of these two countries.MethodsThis is an exploratory qualitative study with a convenience sample of 68 Portuguese and Spanish teachers who responded to an open-ended questionnaire. The teachers’ responses were analyzed following a hybrid approach to the method of thematic analysis. As an extension to the study, we checked the level of similarity of the perspectives and practices expressed by the Portuguese and the Spanish teachers.ResultsThe findings reveal the participants’ awareness of the theoretical foundations of SEL with an emphasis on the association between SEL and students’ mental health. In terms of classroom practices, they tended to implement activities involving students in reflecting on their feelings and emotions to facilitate the development of healthy social and emotional behavior. No significant differences were found between teachers from the two countries.DiscussionOur findings echo previous research showing that teaching SEL cannot be a process carried out haphazardly or intuitively. Teachers who are well-trained and prepared to teach are more willing to change their practices and more likely to implement SEL in their classrooms. Therefore, the development of teaching skills in SEL should be part of initial and in-service teacher training programs to become competent in promoting a whole school approach.

Playful pedagogies, rooted in experiential learning, integrate play, humor, spontaneity, and levity to create engaging educational experiences. Playful pedagogies have been shown to support adults' emotional resilience and sense of belonging while reducing stress and anxiety. Despite these benefits, their use in education preparation programs (EPPs) remains underexplored. Given the increasing focus on teacher social and emotional learning (SEL), playful pedagogies hold significant potential for equipping future educators with the skills needed to foster both their own and their students' SEL growth. This paper advocates for a shift in teacher education from predominantly lecture-based instruction to a model that incorporates joy, humor, and experiential learning. We propose integrating playful pedagogies with a reflective learning cycle to enhance SEL competencies among pre-service teachers. Specifically, we introduce a conceptual model that combines a four-level pyramid of playful learning with an iterative reflection process. By integrating playful pedagogy into EPPs, we aim to foster resilience, creativity, and collaboration among future teachers, empowering them to create inclusive learning environments that nurture their students' holistic development.

AbstractTeachers’ well-being and a conducive home learning environment play a pivotal role in improving children learning outcomes, but little is known about this in a humanitarian setting. This article assesses the role of teachers’ well-being and home learning environment on children learning outcomes in Afghanistan. A cross section endline survey was conducted among 1407 primary school children, 1407 parents and 315 teachers in seven provinces of Afghanistan. Population-based two stage-cluster sampling was used. Children taught by teacher’s who received professional development support were 3.19 and 4.0 times more likely to attain higher literacy and numeracy levels. Children taught by teachers with adequate teaching and learning materials were 1.60 and 1.83 times more likely to achieve higher literacy and numeracy levels. Children from teachers with ability to voice up and be consulted by school management attained higher social-emotional learning competencies. Children experiencing violent home learning environment had lower odds of achieving higher literacy, numeracy, and social-emotional learning competencies. Children with parents that helped them with learning were 1.85 and 1.94 times more likely to have higher literacy and numeracy levels. There is scope for public sector and development partners to promote a package of interventions aimed at promoting teacher’s professional development, provision of teaching and learning materials, teacher recognition and voice to improve children’s literacy, numeracy, social and emotional learning skills. Parents need to ensure a safe and conducive home learning environment. Parent should be actively involved in children’s learning activities to nurture strong parental-child bond and parental-school partnership.

The purpose of this mindfulness themed column is to promote the use of focused breathing and drumming as access points to improved student and teacher wellness in the general music classroom. Drumming can be a holistic activity with the healing potential to improve and transform many traumatic life experiences endured by students and teachers. Similarly, mindfulness breathwork is a holistic approach used to enhance self-awareness in the moment and can reduce participant anxiety. Both pursuits have the potential to help students and teachers overcome difficulties of fear, stress, and anxiety. Both practices expose participants to new ways of understanding themselves and the world around them while creating important access points to mindfulness and self-awareness. [ABSTRACT FROM AUTHOR]

School-based, universal social and emotional learning (SEL) has been widely practiced and promoted as a promising approach to prevent youth mental, emotional, and behavioral problems. Although prior research has accumulated robust evidence of the average effects of universal SEL, it remains unclear whether it works similarly or differentially across diverse sociocultural subgroups of students. Investigating subgroup effects has implications for understanding the impact of universal SEL on possible subgroup disparities in student social-emotional competence (SEC). This study examined whether the effects of a universal SEL program on student SEC development differed across diverse student subgroups classified by gender, race, ethnicity, socioeconomic status, disability status, and English learner status. Data came from student SEC progress monitoring collected during a 1-year quasi-experimental study of a universal SEL program (N = 1592; Grades K-2). The results of multigroup latent growth modeling suggest that (a) the intervention effects were slightly larger for Black students, compared to White or other racial-ethnic subgroups, and (b) the effects were not different across other examined subgroups. This study also found that in the comparison condition, the SEC disparities between Black and White students tended to widen throughout the year, whereas in the intervention condition, Black students showed a similar rate of growth as their White peers. Findings suggest that universal SEL may be similarly beneficial across many diverse student subgroups, while it may yield larger benefits among some racially marginalized subgroups, preventing racial disparities from further widening. Yet the benefits of SEL may not be sufficient to reduce existing subgroup disparities. These findings suggest a need for more studies to examine differential effects of universal preventive programs by diverse subgroups to better inform practices that enhance equity in youth outcomes.

Despite the rapid growth of social and emotional learning (SEL) programs, research on program implementation has lagged behind. In the landscape of implementation science for SEL programs, fidelity and dosage are often emphasized, but important aspects like adaptation have largely been neglected. This qualitative study addresses three research questions: (1) do teachers make adaptations when implementing SEL programs? (2) how do teachers adapt these lessons? and (3) why do teachers adapt these lessons? Data on adaptation were obtained from 17 elementary and middle school teachers via interviews and open-ended responses from implementation diaries from two randomized controlled trials of SEL programs. Findings revealed that all teachers made at least one adaptation, including structural adaptations (i.e., changes to content, sequencing, and timing) and process adaptations (i.e., adaptations made to how the lesson was delivered and experienced). Teachers also described reasons for adapting that were broadly due to student factors, program factors, and contextual factors. These results shed light on the numerous ways in which teachers adapt SEL programs and the array of complex reasons that lead to the adaptation of lessons within these types of programs and highlight the critical need to consider teacher adaptations in SEL program implementation. Future research should explore the impact of these adaptations on student outcomes and develop robust methods to capture and analyze adaptations. [ABSTRACT FROM AUTHOR]

Introduction: This new exploratory study is part of a larger ongoing follow-up project. Its specific aim was to verify whether an innovative European Program, primarily designed to enhance children's social and emotional learning, led to gains in theory of mind and emotion understanding when implemented in preschool settings. Methods: Thirty-four children (mean age: 56.4months; SD: 10.1; range: 40-70months) participated in the study. They were randomly and equally divided into a training group and a control group. The training sample completed eight linguisticconversational activities drawn from the Program, in groups of 5 to 6 children, over 8 weeks. The activities were based on listening to stories and/or watching videos and then thinking and talking about the inner world (thoughts and emotions) of the story characters as well as the participants' own inner states. During the training phase, the children in the control group engaged in drawing or free play activities. At both the pre-test and post-test phases of the study, all the children completed a language test, a battery of theory of mind (ToM) tasks (including 'change of location' and 'unexpected content' tasks), and the Test of Emotion Comprehension which evaluates nine components of emotion understanding (EU). The validated national versions of the tests were administered in all cases. Results: Significant differences were identified between the training and control groups. Indeed, the participants in the Program training activities, which were based on conversational exchanges between an adult and a group of children, as well as among the children themselves, outperformed the control participants on both overall theory of mind and overall emotion understanding. A more detailed analysis showed that the training group outperformed the control group in relation to both specific components of EU and the 'change of location' ToM task. Discussion: The results of this exploratory study suggest that the Program is effective at enhancing preschoolers' social understanding and thus merits implementation in preschool settings. [ABSTRACT FROM AUTHOR]

In a group randomized trial of 45 elementary schools, a whole-child health and wellness curriculum introduced as a regular part of the educational programming was compared to education as usual over 2 years with a 2-year follow-up. The curriculum focused on integrating multiple SEL skills—mindfulness, compassion, and physical awareness—with the intent to advantage developmental patterns for these skills, academic engagement, personal well-being, and student behavior. The program design and trial implementation were launched with end-use delivery and long-term sustainability as integral considerations. Effects were shown for several SEL skills and behavioral indicators previously robustly correlated to long-term outcomes. Effects were demonstrated more broadly in schools serving high-poverty communities, suggesting the impact was stronger where the need was greater. Results are interpreted regarding supporting school-based SEL, the potential of applying group randomized trials with end-use conditions of implementation, and the value of fitting innovation efforts to school system operations, mandates, and priorities for promoting sustainability. [ABSTRACT FROM AUTHOR]

The promotion of social and emotional well-being and positive mental-health has become a key focus for governments across the world, with schools seen as prime locations to facilitate improvements in these areas for children. In response, schools have implemented a wide-ranging package of support designed to target well-being and mental health, including 'Social and Emotional Learning' (SEL). Although research points to complexities with the implementation of SEL, little is known about the influences behind how it is interpreted by schools and their staff. This paper, drawing on data from 24 individual interviews and ten focus groups with staff members working across primary schools located in North West England, offers insights into this research gap. The main finding of the study is that individual staff members framed, enacted and valued social, emotional and behavioural work in response to their own roles and working environment, and that schools utilised SEL in light of their own specific needs and priorities. Main conclusions for policy and practice are that 'emotions' should be prioritised as the basis of schooling to establish and maintain an ethos where SEL is valued and utilised effectively. [ABSTRACT FROM AUTHOR]

Introduction: This research devises a training program for developing emotional intelligence focused on social and emotional learning and integrates it into teaching to improve pre-service teachers' emotional intelligence. Methods: The study used a embedded mixed design. The quantitative dimension of the study used a controlled quasi-experimental design with pre-test/posttest, and the qualitative dimension used an evaluative case study design. The study was conducted with 73 prospective primary school teachers studying at the faculty of education of a Turkish state university. The study group was formed using purposive random sampling. The sample for the quantitative dimension was composed using probability random sampling, whereas the sample for the qualitative dimension was composed using purposive sampling. The program was administered to the experimental group for 10 weeks. Quantitative data were obtained using the Bar-On EQ-i, and qualitative data were obtained using a semi-structured interview questionnaire and participant diaries. Quantitative data were analyzed using normality analysis and one-factor analysis of covariance, whereas qualitative data were analyzed using descriptive and content analysis. Results: The results found the developed training program to be an effective approach to improve emotional intelligence among pre-service teachers. Moreover, data obtained from documentary sources and focus group interviews during and after the application of the program confirmed and adequately explained the quantitative results. Discussion: In line with the purpose of the study, the findings obtained from the quantitative part of the study showed that the implementation of the training program for the development of emotional intelligence focused on SEL was an effective approach in increasing the emotional intelligence levels of the pre-service teachers in the experimental group. Similar research results also support that pre-service teachers' emotional intelligence can be improved with additional intervention practices without affecting their curriculum. [ABSTRACT FROM AUTHOR]

• This study examined the impacts of a tiered program on children's socioemotional competence, behavioral adjustment, and pre-academic skills. • The program targeted second-year kindergarten students' socioemotional skills and provided additional training to third-year students with socioemotional difficulties. • After completing the program, children showed better socioemotional competence, behavioral adjustment, and pre-academic skills. Despite the importance of socioemotional competence, few social and emotional learning programs have been developed for and evaluated with non-Western communities. The Early Prevention, Early Identification, and Early Intervention Program is a tiered, school-based program targeting the socioemotional skills of all second-year kindergarten students in Chinese communities with the Little Garden Curriculum and providing additional training to third-year kindergarten students with socioemotional difficulties with the Little Greenhouse Curriculum. Using a cluster randomized controlled trial, this study examined the impacts of the program on 999 children (mean age in the pretest = 4.25 years; 48 % were girls) from 18 kindergartens from Hong Kong, China. Using kindergartens as clusters, children were randomly assigned to undertake the Little Garden Curriculum (n = 624) or join the wait-list control group (n = 375). Furthermore, children who had completed the Little Garden Curriculum but still showed socioemotional difficulties were randomly assigned to undertake the Little Greenhouse Curriculum (n = 87) or join the wait-list control group (n = 50). In other words, the intervention kindergartens used for the evaluation of the Little Garden Curriculum were randomly assigned into a new intervention group or a new wait-list control group for the evaluation of the Little Greenhouse Curriculum. In pre- and posttests, teachers rated children's socioemotional competence and behavioral adjustment, and children completed reading and arithmetic tasks. Results indicated that—controlling for child age, gender, and prior scores—children who had completed the Little Garden Curriculum showed better socioemotional competence, behavioral adjustment, and pre-academic skills (ten out of 12 outcome variables). Moreover, children who had completed the Little Greenhouse Curriculum showed higher scores on six out of 12 outcome measures. Findings highlighted the utility of using culturally relevant programs to improve the socioemotional competence of Chinese children at both the universal and the indicated levels. [ABSTRACT FROM AUTHOR]

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. Practitioner points: Social and emotional learning, school mental health, and trauma‐informed approaches have become synonymous and may cause confusion in school response to students' needs.With a clearer conceptualization of social and emotional learning, schools stakeholders can be more equipped to respond and prevent the need for more intensive interventions.School stakeholders, particularly teachers, play an important role in embedding social and emotional learning in regular teaching practices. [ABSTRACT FROM AUTHOR]