Dosage Effects of a Preventive Social-Emotional Learning Intervention on Achievement Loss Associated with Middle School Transition

Background: The maturational period from age 10 to 14—often referred to as very young adolescents (VYAs)—represents a dynamic period of learning and neurobehavioral development as individuals transition from childhood to adolescence. This developmental period presents a window of opportunity for strategic investment to improve trajectories of health, education and well-being among young people. More specifically, neurodevelopmental changes during pubertal maturation influence neural circuitry involved in processing emotions, risks, rewards and social relationships. Technology can be leveraged to create social emotional learning experiences for VYAs and provide opportunities for flexible, distance learning in low-income countries. The aim of this study protocol is to detail how insights from developmental science can be used to inform the intervention design, implementation and evaluation of a distance learning, social emotional learning intervention for VYAs.Methods: This study will be delivered to 500 VYAs in Temeke District, Dar es salaam. Study participants will watch culturally-relevant, animated videos on social emotional mindsets and skills and content will be paired with experiential learning activities over a period of 10 weeks. A nested smart-phone based study will practice learning social emotional skills and mindsets through engagement with multi-media material via the WhatsApp messenger application. Surveys and in-depth interviews will be administered to adolescents, their parents/caregivers and teachers before and after the intervention to evaluate the effect of the intervention on study outcomes.Discussion: This study is among the first to provide results on how to effectively design a distance-learning intervention to promote social emotional learning and identity development within a low-resource context. The findings will provide substantial evidence to inform new intervention approaches that are effective in low-resource contexts and strategies to reach scale among similar programs invested in leveraging technology to support adolescent health and development.Clinical Trial registration: Study registered with ClinicalTrials.gov. Identifier number NCT0445807.

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How urban early childhood educators used positive guidance principles and improved teacher-child relationships: a social-emotional learning intervention study

Early Child Development and Care ◽

10.1080/03004430.2018.1507027 ◽

2018 ◽

Vol 190 (7) ◽

pp. 971-990 ◽

Cited By ~ 3

Author(s):

Michael J. Haslip ◽

Ayana Allen-Handy ◽

Leona Donaldson

Keyword(s):

Early Childhood ◽

Intervention Study ◽

Social Emotional Learning ◽

Early Childhood Educators ◽

Emotional Learning ◽

Social Emotional ◽

Learning Intervention ◽

Positive Guidance

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Cultivating the Mindset for Change

Advances in Early Childhood and K-12 Education - Aligning Social-Emotional and 21st Century Learning in the Classroom ◽

10.4018/978-1-7998-4102-9.ch008 ◽

2021 ◽

pp. 136-157

Keyword(s):

Middle School ◽

Student Learning ◽

Instructional Strategies ◽

Change Process ◽

Social Emotional Learning ◽

Growth Mindset ◽

Emotional Learning ◽

Social Emotional ◽

Release Process ◽

Gradual Release

Social emotional learning is essential in educating students, especially in middle school. However, the idea of creating a mindset is an effective way to support SEL as well as change, particularly with students. To cultivate a mindset for change, teachers need to know about the change process and the elements connected to mindset development. After creating a change plan, teachers can help students promote the growth mindset elements. Research on the growth mindset illustrates how it can support student learning and improve the students' view of themselves. There is further research on how part of the growth mindset can nurture one's grit, or the “stick-withitness” to achieve a goal. Through various instructional strategies, particularly the gradual release process, teachers can help their students cultivate a growth mindset.

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Teaching SEL Through Literacy in Foundations of Language

Handbook of Research on Supporting Social and Emotional Development Through Literacy Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-7464-5.ch020 ◽

2021 ◽

pp. 431-452

Author(s):

Daria Pizzuto

Keyword(s):

Middle School ◽

Phonemic Awareness ◽

Reading Fluency ◽

Text Comprehension ◽

Social Emotional Learning ◽

Emotional Learning ◽

World Language ◽

Social Emotional ◽

Thematic Units ◽

8Th Grade

The chapter discusses how social-emotional learning areas underpin specific reading, writing, and comprehension strategies in Foundations of Language, an 8th grade half-year course that teaches middle school students language and study skills to be successful in high school world language classes. The chapter provides ready-to-use pedagogical strategies for practicing world language educators and other fields. Literacy in areas of phonemic awareness, vocabulary recognition, cognate work, reading fluency, and text comprehension is practiced daily and is intertwined with SEL skills: self-awareness, self-management, relationship skills, social awareness, and responsible decision making. The author proposes applicable activities and thematic units that merge literacy work with areas of SEL. The chapter concludes with recommendations for nurturing all five areas of social-emotional learning in middle school settings and beyond.

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