Conclusion: Implications for the Future

2017 ◽  
Author(s):  
Ron Astor ◽  
Rami Benbenishty
Keyword(s):  
School Administrators ◽  
Policy Research ◽  
Emotional Learning ◽  
National Commission ◽  
Democratic Process ◽  
School Life ◽  
Social Emotional ◽  
Educational Mission ◽  
Social And Emotional ◽  
K 12

Currently, as this book is being written, there is a national trend toward integrating social- emotional learning (SEL) and positive school climates into the academic mission of the school. The Every Student Succeeds Act (ESSA); the Aspen Institute’s National Commission on Social, Emotional, and Academic Development; the National Center on School Climate; the Collaborative for Academic, Social, and Emotional Learning; and other organizations have put forth strong policy, research, and practice agendas to include these important variables as a focus of K- 12 schooling in the United States and worldwide. The authors of this guide aim to extend this effort to more school systems around the world, and the examples included here support this national and international effort. The ideas and practices presented in this guide, however, go beyond a specific point in history. The assumptions and values underlying supportive school monitoring are central to the educational mission of schools. Supportive monitoring is democratic and empowering for all school constituencies. Listening to the voices of students, parents, and staff, sharing what has been heard, and acting upon it reflect a democratic process. Supportive school monitoring can make this democratic process an ordinary magic, performed every day in schools as part of ongoing practice. The focus on each individual school and providing opportunities to tailor- fit the supportive monitoring system— or at least significant parts of this system— to each school’s needs is a remedy against “one- size- fits- all” solutions. It helps the school discover and maintain its uniqueness without rejecting accountability altogether. By making supportive monitoring an integral part of school life, accountability systems are not an oppressive outside intervention in the school. Instead, they are a path toward responsible and responsive education that is based on values and data- driven at the same time. Educators teach students about the importance of data in making key decisions. They encourage students to look for the most accurate data and take advantage of it. Sadly, however, many school administrators and teachers dread data, mainly because it’s been used to punish schools and teachers.

scholarly journals Moving From Risk to Hope: Count Us In

2019 ◽  
Vol 14 (3) ◽  
pp. 1-8
Author(s):  
Deborah A. Moroney
Keyword(s):  
Youth Development ◽  
Social And Emotional Learning ◽  
Professional Staff ◽  
Emotional Learning ◽  
National Commission ◽  
Social Emotional ◽  
Learning And Development ◽  
Social And Emotional ◽  
Nation At Risk ◽  
Knowledge And Practice

In “Moving From Risk to Hope: Count Us In,” the author describes the report entitled From a Nation at Risk to a Nation at Hope released in January 2019 by the Aspen Institute National Commission on Social, Emotional, and Academic Development. The report and related brief, Building Partnerships in Support of Where, When, and How Learning Happens offer recommendations for how the education sector can support social and emotional learning and development. This article offers a reflection on the Nation at Hope report recommendations for the youth development field and professionals. There are significant opportunities for the youth development field to partner with other sectors, intentionally support social and emotional learning, train professional staff on strategies to support learning and development, and research our efforts in ways that are accessible and foster practice. It is a critical and hopeful time for the youth development field to honor our history, employ the recommendations in the report, and build our youth development knowledge and practice in light of what we now know about how to optimally foster learning and development.

Investigating the Psychometric Properties of the Social-Emotional Learning Scale

2021 ◽  
pp. 153450842098452
Author(s):  
Christopher L. Thomas ◽  
Staci M. Zolkoski ◽  
Sarah M. Sass
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Information ◽  
Confirmatory Factor Analyses ◽  
Educational Support ◽  
Social And Emotional ◽  
The Social ◽  
Confirmatory Factor ◽  
Learning Programs

Educators and educational support staff are becoming increasingly aware of the importance of systematic efforts to support students’ social and emotional growth. Logically, the success of social-emotional learning programs depends upon the ability of educators to assess student’s ability to process and utilize social-emotional information and use data to guide programmatic revisions. Therefore, the purpose of the current examination was to provide evidence of the structural validity of the Social-Emotional Learning Scale (SELS), a freely available measure of social-emotional learning, within Grades 6 to 12. Students ( N = 289, 48% female, 43.35% male, 61% Caucasian) completed the SELS and the Strengths and Difficulties Questionnaire. Confirmatory factor analyses of the SELS failed to support a multidimensional factor structure identified in prior investigations. The results of an exploratory factor analysis suggest a reduced 16-item version of the SELS captures a unidimensional social-emotional construct. Furthermore, our results provide evidence of the internal consistency and concurrent validity of the reduced-length version of the instrument. Our discussion highlights the implications of the findings to social and emotional learning educational efforts and promoting evidence-based practice.

Coping With the Pandemic: Implementing Social and Emotional Learning in the California K-12 School System

2021 ◽  
Vol 8 (2) ◽  
pp. 136-142
Author(s):  
Agnes M. Varghese ◽  
Misaki N. Natsuaki
Keyword(s):  
Mental Health ◽  
Task Force ◽  
Social And Emotional Learning ◽  
The United States ◽  
Emotional Learning ◽  
World Health ◽  
California Department ◽  
Social And Emotional ◽  
Track Record ◽  
K 12

In March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Among the massive shutdowns that occurred across the United States in response, all K-12 schools in California closed to protect the health of students. However, such a closure and its resulting consequences were associated with a host of negative mental health implications for youth. Furthermore, many of these youth may not have had adequate resources to tackle issues impacting their psyche in this unprecedented time. Social and emotional learning (SEL), a method in which children can acquire the knowledge and skills to understand and manage emotions, has a proven track record of positive social, emotional, educational, and career consequences. The California Department of Education should convene a task force to develop guidelines for local school districts that provide all K-12 students in the state with effective SEL to assist them in mental health recovery from the pandemic.

A PILOT STUDY TO FIND THE EFFECTIVENESS OF SOCIALEMOTIONAL LEARNING INTERVENTION ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS.

2021 ◽  
pp. 65-68
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Pilot Study ◽  
Mental Disorders ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social Changes ◽  
Social Emotional ◽  
Post Intervention ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Concern For Others

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present, or its manifestations is linked to various psychosocial maladjustments or mental disorders and are negatively associated with prosocial behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as “the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively." In this pilot study 80 students from an English medium school were taken. Using three questionnaires, aggression and empathy of students were measured pre SEL intervention. After twelve sessions of SEL intervention, the aggression and empathy was again measured using the same questionnaires to nd out if there is a difference between the pre and the post scores. Most of the aggression and anger came down post SEL intervention. It was also found to have signicant difference in pre and post intervention ratings of empathy. The signicant difference in pre and post intervention ratings of aggression as well as empathy led to conclude the efcacy and effectiveness of the SEL intervention.

IMPORTANCE OF SOCIAL-EMOTIONAL LEARNING ON AGGRESSION AND EMPATHY AMONG ADOLESCENTS

2021 ◽  
pp. 45-47
Author(s):  
Jayashree Das ◽  
Soumitra Ghosh
Keyword(s):  
Mental Disorders ◽  
Student Performance ◽  
Student Attitudes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Stressful Environment ◽  
Successful Student

Adolescence is a challenging and dynamic period due to hormonal, physical, emotional, cognitive and social changes. Aggression in any form, if present or its manifestations is linked to various psychosocial maladjustments or mental disorders and is negatively associated with pro social behavior and adaptive social functioning, especially during adolescence. It may also be a red ag sign for development of mental disorders. It has been reported in many studies throughout the world that, aggressive behaviors are common in schools. One factor that buffers against aggression during adolescence is empathy. Emotional intelligence and empathy are considered key components of emotional education by developing young people's capacity to successfully cope with the pressures of life and demands of their stressful environment. Social-emotional learning (SEL) is one such interventional program that focuses on these issues and helps in improving empathy and decreasing aggression in adolescents. The Collaborative for Academic, Social, and Emotional Learning (CASEL, 2012) denes SEL as the process of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Effective SEL programming begins in preschool and continues through high school. SEL improves student attitudes and beliefs about self, others, school and community. There is a growing awareness in the U.S. and European countries among educators and policymakers about the importance of social and emotional development for successful student performance. Also many studies and research on SELintervention in school curriculum has reported that that SELintervention has decreased anger, aggression and has improved empathy. In a way to sum up SELhelps in the holistic development of a student and prepares them to become responsible adults.

English Language Learners and Mainstream Instruction to Enhance SEL Literacy

2021 ◽  
pp. 368-389
Author(s):  
Brittany Ann Garling ◽  
Michelle Huntress ◽  
Jill Siefken ◽  
Jacalyn S. Swink ◽  
Tessa Yackle
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Core Competencies ◽  
Emotional Learning ◽  
Professional Experience ◽  
Academic Skill ◽  
Social Emotional ◽  
Social And Emotional ◽  
Mainstream Students

This chapter is grounded in the five social-emotional learning (SEL) core competencies within the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. The authors present approaches and benefits associated with integrating SEL into literacy development for mainstream students at every grade level. Additionally, they explore how this integration supports English language learners in both academic and non-academic ways. Based on professional experience supported by current research, the authors offer how the incorporation of SEL into literacy instruction supports students' motivation, attitude, peer connections, and academic skill development.

Strengthening College and Career Readiness With Social and Emotional Learning

2021 ◽  
pp. 247-272
Author(s):  
Kara Sidorowicz ◽  
Anthony Yang
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Career And Technical ◽  
School Year ◽  
Support Teacher

Social-emotional skills are essential for navigating the rapidly evolving world, especially for students who will become the makers and doers of tomorrow. The literature suggests that a technology-driven shift in needs is fueling a skills gap within a workforce needing social-emotional competencies. These shifts have grown the need for students to develop their social-emotional skills for professional and personal success. Experts suggest infusing social and emotional learning (SEL) in career and technical education (CTE) to address this. This study documents and explores a strategy for explicit SEL in CTE at Clark County School District in Nevada, USA during the 2019-2020 school year. Usage and student answers suggest promising value of SEL in CTE for student learning, but a need to better support teacher adoption. Findings from this study contribute preliminary guidance on program development and implementation upon which future educators and researchers can build.

Social-Emotional Learning and Students' Transition from Kindergarten to Primary School in Italy

2015 ◽  
pp. 241-258 ◽  
Author(s):  
Valeria Cavioni ◽  
Maria Assunta Zanetti
Keyword(s):  
Primary School ◽  
Emotional Competence ◽  
Positive Impact ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social And Emotional ◽  
Learning Programs ◽  
Quasi Experimental ◽  
Teachers And Parents

The transition from kindergarten to primary school is a critical period in the development of children. Children who start primary school with good emotional and social skills have more friends, can easily establish new social relationships with peers and adults, and adjust better and achieve more at school. Although in the last couple of decades social-emotional learning programs have received considerable scientific attention in various countries, little is known about the implementation of such programs in the Italian context. This chapter describes a quasi-experimental study on the effectiveness of the implementation of a social-emotional program with Italian kindergarten children. Children's assessment by the researcher and reports from teachers and parents indicated that the program called “By Your Hand” had a positive impact on the social and emotional competence of children over time as they moved from kindergarten to primary school, with indications of enhanced emotional competence and reduced behaviour problems.

scholarly journals Humanizing Student–Teacher Relationships for Black Children: Implications for Teachers’ Social–Emotional Training

2020 ◽  
pp. 004208592093331
Author(s):  
Kamilah B. Legette ◽  
Leoandra Onnie Rogers ◽  
Chezare A. Warren
Keyword(s):  
Student Teacher ◽  
Black Youth ◽  
Emotional Learning ◽  
Racial Oppression ◽  
Social Emotional ◽  
School Cultures ◽  
Social And Emotional ◽  
Teacher Relationships ◽  
Inclusive School ◽  
Student Teacher Relationships

A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and relationships while recognizing and accounting for the realities of racial oppression. Here, we discuss teachers’ capacity to develop and negotiate student–teacher relationships that acknowledge and actively confront the dehumanization of Black youth in schools. We provide recommendations for teachers’ social emotional training that can effectively humanize learning environments for Black youth.

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