Implementing yoga within the school curriculum: a scientific rationale for improving social-emotional learning and positive student outcomes

2016 ◽  
Vol 11 (1) ◽  
pp. 3-24 ◽  
Author(s):  
Bethany Butzer ◽  
Denise Bury ◽  
Shirley Telles ◽  
Sat Bir S. Khalsa
Keyword(s):  
Theoretical Model ◽  
Student Outcomes ◽  
Social Emotional Learning ◽  
School Curriculum ◽  
Emotional Learning ◽  
Future Research ◽  
Social Emotional ◽  
Content Type ◽  
School Based ◽  
Practical Implications

Purpose – The purpose of this paper is to review and synthesise research evidence and propose a theoretical model suggesting that school-based yoga programs may be an effective way to promote social-emotional learning (SEL) and positive student outcomes. Design/methodology/approach – This paper is a literature review focusing on: the current state of research on school-based yoga interventions; a preliminary theoretical model outlining the potential mechanisms and effects of school-based yoga; similarities, differences and possibilities for integrating school-based SEL, yoga and meditation; practical implications for researching and implementing yoga in schools. Findings – Research suggests that providing yoga within the school curriculum may be an effective way to help students develop self-regulation, mind-body awareness and physical fitness, which may, in turn, foster additional SEL competencies and positive student outcomes such as improved behaviours, mental state, health and performance. Research limitations/implications – Given that research on school-based yoga is in its infancy, most existing studies are preliminary and are of low to moderate methodological quality. It will be important for future research to employ more rigorous study designs. Practical implications – It is possible, pending additional high-quality research, that yoga could become a well-accepted component of school curricula. It will be particularly important for future research to examine possibilities around integrating school-based yoga and meditation with SEL programs at the individual, group and school-wide levels. Originality/value – This paper is the first to describe a theoretical model specifically focused on school-based yoga interventions, as well as a discussion of the similarities and differences between school-based yoga, SEL and meditation.

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.

scholarly journals School-Based 4-H Programming Series: Positive Youth Development (PYD) and Social Emotional Learning (SEL)—How They Complement Each Other

EDIS ◽  
2019 ◽  
Vol 2019 (5) ◽  
pp. 5
Author(s):  
Vanessa Spero
Keyword(s):  
Youth Development ◽  
Positive Youth Development ◽  
Life Skills ◽  
Social Emotional Learning ◽  
Development Program ◽  
Emotional Learning ◽  
Social Emotional ◽  
Youth Development Program ◽  
School Based ◽  
Program Approach

Positive Youth Development (PYD) promotes building life skills, leadership, and relationships, and Social Emotional Learning (SEL) promotes knowledge, responsibility, and caring. Just as 4-H uses PYD as a framework, so schools use SEL. A whole program approach with appropriate curriculum provide the skills necessary for youth to succeed. This new 5-page publication of the UF/IFAS 4-H Youth Development Program explores the complementary relationship between PYD and SEL in a school-based program setting. Written by Vanessa Spero-Swingle. https://edis.ifas.ufl.edu/4h404

scholarly journals Social-emotional learning practices: insights from outlier schools

2019 ◽  
Vol 12 (1) ◽  
pp. 35-52 ◽  
Author(s):  
Taylor N. Allbright ◽  
Julie A. Marsh ◽  
Kate E. Kennedy ◽  
Heather J. Hough ◽  
Susan McKibben
Keyword(s):  
African American ◽  
Extracurricular Activities ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Content Type ◽  
Common Definition ◽  
Definition Of ◽  
Reported Data

Purpose There is a growing consensus in education that schools can and should attend to students’ social-emotional development. Emerging research and popular texts indicate that students’ mindsets, beliefs, dispositions, emotions and behaviors can advance outcomes, such as college readiness, career success, mental health and relationships. Despite this growing awareness, many districts and schools are still struggling to implement strategies that develop students’ social-emotional skills. The purpose of this paper is to fill this gap by examining the social-emotional learning (SEL) practices in ten middle schools with strong student-reported data on SEL outcomes, particularly for African American and Latinx students. Design/methodology/approach Case study methods, including interviews, observations and document analysis, were employed. Findings The authors identify six categories of common SEL practices: strategies that promote positive school climate and relationships, supporting positive behavior, use of elective courses and extracurricular activities, SEL-specific classroom practices and curricula, personnel strategies and measurement and data use. Absence of a common definition of SEL and lack of alignment among SEL practices were two challenges cited by respondents. Originality/value This is the first study to analyze SEL practices in outlier schools, with a focus on successful practices with schools that have a majority of African American and/or Latinx students.

A Review of Classwide or Universal Social, Emotional, Behavioral Programs for Students in Kindergarten

2017 ◽  
Vol 87 (3) ◽  
pp. 512-543 ◽  
Author(s):  
Christian V. Sabey ◽  
Cade T. Charlton ◽  
Daniel Pyle ◽  
Benjamin Lignugaris-Kraft ◽  
Scott W. Ross
Keyword(s):  
Behavioral Interventions ◽  
Social Emotional Learning ◽  
Kindergarten Students ◽  
Emotional Learning ◽  
Future Research ◽  
Social Emotional ◽  
The Social ◽  
Study Characteristics ◽  
Quality Of Research

The purpose of this article is to synthesize the existing research on classwide social, emotional, and behavioral programs for kindergarten students. The researchers identified 26 studies in peer-reviewed journals and dissertation databases to review. Each study was examined and coded in terms of study characteristics, strength of evidence, and quality of evidence. The interventions represented in the studies were grouped into four categories: social–emotional learning, behavioral, coping skills, and other. The studies of behavioral interventions demonstrated the strongest effects on increasing prosocial behavior and decreasing antisocial behavior. These studies also included the highest quality of research. The social–emotional learning intervention studies consistently demonstrated weaker effects and lower quality research. The remaining categories included too few studies to draw meaningful conclusions. Implications for practice and future research regarding classwide kindergarten social, emotional, and behavioral interventions are discussed.

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