Responding to the Unique Social and Emotional Learning Needs of Gifted Australian Students

2017 ◽  
pp. 147-166 ◽  
Author(s):  
Susen Smith
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Learning Needs ◽  
Social And Emotional

Students With Disabilities in Social and Emotional Learning Interventions: A Systematic Review

2020 ◽  
pp. 074193252096491
Author(s):  
Samantha G. Daley ◽  
Michael F. McCarthy
Keyword(s):  
Systematic Review ◽  
Students With Disabilities ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Future Research ◽  
Learning Needs ◽  
Social And Emotional ◽  
Scant Attention ◽  
Attention To Students ◽  
Curricular Materials

This systematic review examines the social and emotional learning (SEL) intervention literature to address questions of whether and how students with disabilities are considered in studies of universal SEL interventions in middle and high schools. From the articles identified for initial review ( n = 4,355), 166 met the inclusionary criteria. Among these, 19 studies explicitly mentioned including students with disabilities. Five studies included analyses of students with disabilities as a subgroup, with varying results. Additional analyses focus on evidence of attention to varied learning needs in curricular materials or training of facilitators. Findings demonstrate scant attention to students with disabilities in reports of universal SEL interventions, leaving open questions about their inclusion and effects of participation. Opportunities for addressing these questions in future research are described.

Using Social-Emotional Learning and Literacy Tools to Bridge the Gap During and Beyond COVID-19

2021 ◽  
pp. 172-194
Author(s):  
Marianna Stepniak ◽  
Susan Shaffer ◽  
Seth Shaffer
Keyword(s):  
Culturally Responsive ◽  
Social And Emotional Learning ◽  
Literacy Skills ◽  
Emotional Learning ◽  
Learning Needs ◽  
Emotional Needs ◽  
Social Emotional ◽  
Social And Emotional ◽  
Marginalized Groups ◽  
Use Of Technology

MAEC developed culturally responsive and accessible resources and tools to meet students' intersecting literacy and social-emotional needs during COVID-19, centering students and families from marginalized groups (considering race, gender, language, culture, socioeconomic status, and personalized learning needs). MAEC disseminated its materials by building the capacity of caregivers and educators to provide social and emotional learning and literacy to their students. Through MAEC's webinar and newsletter series, caregivers and educators learned how to enhance SEL and literacy skills through the use of technology and visual tools, common household items and experiments, and social justice literature. The approach and tools developed by MAEC in summer 2020 remain relevant and important as educators, families, and students move to re-enter, recover, and reimagine schooling.

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