Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress Toward Graduation

2014 ◽  
Vol 19 (3-4) ◽  
pp. 169-182 ◽  
Author(s):  
Alan Davis ◽  
V. Scott Solberg ◽  
Christine de Baca ◽  
Taryn Hargrove Gore
Keyword(s):  
Academic Success ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Skills

scholarly journals Viewpoint on social-emotional learning of 5-10 year olds as area of predicting their academic success: Research data obtained in Western countries

2015 ◽  
Vol 2 ◽  
pp. 398
Author(s):  
Daina Lieģeniece
Keyword(s):  
Academic Success ◽  
Social Emotional Learning ◽  
Research Data ◽  
Emotional Learning ◽  
Clear Understanding ◽  
Social Emotional ◽  
Primary School Teachers ◽  
Western Countries ◽  
Social And Emotional ◽  
The United Kingdom

The article aims to provide an overview of research data analysis made in Western countries (namely in the US and the United Kingdom) on Social – Emotional Learning and academic success. The article consists of two parts. Part One provides a basis for understanding what social and emotional learning is by analysing some issues of socialemotional competencies. Part Two discusses the issue of associations of SEL with Academic Success. It is done with the aim to show the nursery and primary school teachers how important it is to have a clear understanding of the chosen approaches to address the problems of social-emotional competencies and academic success.

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.

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