scholarly journals Improving School Readiness for a Social Emotional Learning Curriculum: Case Study of a School-Mental Health Agency Partnership

2021 ◽  
pp. 1-23
Author(s):  
Karen Thierry ◽  
Rhonda Vincent ◽  
Karen Norris ◽  
Oatanisha Dawson
Keyword(s):  
Mental Health ◽  
School Readiness ◽  
School Mental Health ◽  
Social Emotional Learning ◽  
Health Agency ◽  
Emotional Learning ◽  
Mental Health Agency ◽  
Social Emotional

Highlighted & Underlined

2017 ◽  
Vol 99 (1) ◽  
pp. 6-7
Author(s):  
Joan Richardson
Keyword(s):  
Mental Health ◽  
African American ◽  
School Discipline ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
African American Girls ◽  
Health Resource ◽  
Social Emotional ◽  
Mental Health Resource

Items included in this issue concern homework, a mental health resource for teens and their parents, school discipline and African-American girls, and the need for social-emotional learning for preschoolers.

Using dialogic reading strategies to promote social-emotional skills for young students: An exploratory case study in an after-school program

2018 ◽  
Vol 16 (4) ◽  
pp. 436-448 ◽  
Author(s):  
Angel Fettig ◽  
Amy L Cook ◽  
Laura Morizio ◽  
Kaitlin Gould ◽  
Lauren Brodsky
Keyword(s):  
Reading Strategies ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Dialogic Reading ◽  
After School ◽  
Social Emotional ◽  
Emotional Skills ◽  
After School Program ◽  
Young Students

As educators begin to understand the need for a social-emotional learning curriculum for young students, finding opportunities to implement a curriculum that supports students’ social-emotional development is important. Research supports that using shared reading opportunities that are common in young students’ in-school and out-of-school routines to embed social-emotional learning could have potential impact for young students’ social emotional as well as academic development. This article describes an exploratory mixed-methods case study that examines the use of dialogic book reading strategies in promoting social-emotional skills of young elementary students in an after-school program in the United States. A pre–post case study design was employed to examine preliminary social-emotional outcomes. In addition, parent interviews were conducted to explore the perceived benefits of the intervention in the home environment. The results suggest that dialogic reading may be a helpful strategy to promote young students’ social-emotional learning. The implications for research and practice are discussed.

Social Emotional Learning as a Lever for High School Student Mental Health and Academic Success

2021 ◽  
pp. 148-165
Author(s):  
Kimberly Reed ◽  
Tara Madden-Dent
Keyword(s):  
Mental Health ◽  
High School ◽  
Academic Success ◽  
Classroom Management ◽  
Management Practices ◽  
Social Emotional Learning ◽  
American Southwest ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social Studies Teacher

The following case study demonstrates how one high school Social Studies teacher embedded social emotional learning (SEL) into content and classroom management practices for eight years at a large urban school in the American Southwest. The collected data (e.g., teacher reflections, student reflections) provide a variety of viewpoints around how SEL influenced the teacher and student experience. Through collective analysis, this study's qualitative data contributes to new understanding of the importance of social, emotional, and academic development practices in high schools for students and teachers, especially around supporting classroom safety, mental health, and wellness.

Building Emotionally Resilient Schools and Educators During Crises

2021 ◽  
pp. 155545892110472
Author(s):  
Corinne Brion
Keyword(s):  
High School ◽  
School Leaders ◽  
Social Emotional Learning ◽  
Educational Leaders ◽  
Emotional Learning ◽  
Urban High School ◽  
Social Emotional ◽  
Teaching Case ◽  
American Schools

This teaching case study illustrates the increasing need for school leaders to offer and foster adult social emotional learning (SEL) in schools, particularly in the context of crises. This scenario takes place in an urban high school that is representative of many other American schools. In particular, I examine the challenges educational leaders commonly face when they do not take SEL for adults into consideration prior to implementing SEL for students. This teaching case study aims at encouraging meaningful conversations about adult SEL, equity, and leadership in times of crisis. The hope is to better understand how school leaders can lead and embrace adult SEL during crises. I also pose questions designed to prepare prospective and current educational leaders for similar situations.

scholarly journals WHO DELIVERS IT AND HOW IT IS DELIVERED: EFFECTS OF SOCIAL-EMOTIONAL LEARNING INTERVENTIONS ON LEARNING ANXIETY AND DROPOUT INTENTION

2021 ◽  
Vol 18 (Number 1) ◽  
pp. 1-27
Author(s):  
Wu Deli ◽  
Amrita Kaur ◽  
Rosna Awang-Hashim
Keyword(s):  
Mental Health ◽  
Autonomy Support ◽  
Social Emotional Learning ◽  
Group Analysis ◽  
Emotional Learning ◽  
Drop Out ◽  
Social Emotional ◽  
Learning Anxiety ◽  
Quasi Experimental ◽  
Regular Teacher

Purpose – Given the prevalence of mental health issues among young adolescents and its detrimental effects on academic functioning, Social-Emotional Learning (SEL) interventions are becoming extremely valuable. The current study aims to investigate the effectiveness of two types of SEL interventions delivered by two different types of teachers to determine their effectiveness for SEL knowledge, learning anxiety, and intention to drop-out. Methodology – This study employed 2 x 2 factorial and between-subject quasi-experimental design, in which intervention type and teacher type were manipulated to produce four different versions of experiments. A total of 209 students (107 boys, 102 girls) from Grade 8 with a mean age of 14.3 years from a Qinzhou City in Southwest China participated in the study. Findings – Factorial and between-group MANOVA revealed that while psychology teacher was more effective in enhancing SEL knowledge and reducing dropout intention, regular teacher was more effective in reducing learning anxiety. TASSEL intervention was more effective in enhancing SEL knowledge and reducing dropout intention while SEL regular intervention was more effective in reducing learning anxiety. Nevertheless, within-group analysis suggested TASSEL with psychology teacher was the best combination in reducing dropout intention while SEL with psychological teacher was the best combination in reducing learning anxiety. Significance – The results have significance for schools and mental health counselling services. The findings can guide the effective design of SEL intervention and appropriate teachers to deliver it. Keywords: Social-Emotional Learning, Teacher autonomy support, Learning anxiety, Dropout intention.

scholarly journals Changes in Teachers and Students’ Perceived School Climate Through the Implementation of the Social Emotional Learning Program: A Longitudinal Study

2021 ◽  
Author(s):  
Sabine Berzina ◽  
◽  
Baiba Martinsone
Keyword(s):  
Mental Health ◽  
School Climate ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Control Group ◽  
First Year ◽  
Social Emotional ◽  
The Social ◽  
Teachers And Students ◽  
Second Year

The aim of the study is to investigate changes in teachers’ perceived school climate in the first and second years of implementing the social emotional learning (SEL) program in schools, as well as to investigate differences in 3rd- to 6th-grade students’ perceived school climate. In the two years of this study, 64 teachers participated in the SEL program alongside a control group. In the first year, teachers received training on the implementation of school-level SEL and received ready-made lesson plans for the direct practice of social and emotional skills in the classroom. In the second year, the SEL teachers were divided into two subgroups, where 32 teachers received additional supervision during the implementation. In the first year, 138 students from 3rd to 6th grade participated in the SEL program alongside a control group. In the second year of SEL implementation, 223 3rd to 6th grade students participated in the program where teachers received regular supervision, and 244 students continued the SEL implementation process without changes. Georgia School Climate Survey Suite personnel, elementary and middle/high school forms were used to measure teachers’ and students’ perceived school climate. The results show that in both the first and second years, overall perceived school climate results were higher for both SEL teacher groups compared to the control teacher group. After the first year, students in grades 5 to 6 showed better mental health results. In the second year, only those 5th to 6th grade students whose teachers received regular supervision showed better mental health results. Starting from the second SEL year, both SEL 3rd- to 4th-grade student groups showed higher perceived school climate compared to the control group. The results did not change during the second year, which indicates that the Latvian SEL primarily improves mental health results for 5th- to 6th-grade students and overall perceived school climate for 3rd to 4th-grade students starting from the second SEL year. Ongoing support for teachers also stimulates better outcomes in mental health.

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