Considering multiple levels of influence on adjustment in school: Ethnic‐racial public regard, peer socialization, and social‐emotional learning practices

2020 ◽  
Author(s):  
Adam J. Hoffman ◽  
Stephanie A. Pullés ◽  
Michael A. Medina ◽  
Bernardette J. Pinetta ◽  
Deborah Rivas‐Drake ◽  
...  
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Peer Socialization ◽  
Learning Practices ◽  
Multiple Levels ◽  
Public Regard

Social-Emotional Learning Practices Questionnaire

2020 ◽  
Author(s):  
Deborah Rivas-Drake ◽  
Fantasy T. Lozada ◽  
Bernardette J. Pinetta ◽  
Robert J. Jagers
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Practices

scholarly journals We Are All In This Together: Supporting Hearts and Minds During Unprecedented Times

2021 ◽  
pp. 53-62
Author(s):  
Marie-Anne Hudson ◽  
Lori Huston
Keyword(s):  
Early Childhood ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
Ways Of Knowing ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Practices ◽  
Trauma Informed ◽  
Hearts And Minds

This article discusses the potential that trauma-informed pedagogy and social-emotional learning practices hold for supporting educators during the COVID-19 pandemic and beyond. The authors bring a critical lens to considering these approaches, noting some limitations and provisos in their use. We advocate for dialogue, mentorship, and professional learning in using them not only to support educators but to authentically include diverse ways of knowing, doing, and being in early childhood environments.

School-Based Social-Emotional Learning and Ethnic-Racial Identity Among African American and Latino Adolescents

2020 ◽  
Vol 52 (7) ◽  
pp. 1331-1354
Author(s):  
Deborah Rivas-Drake ◽  
Fantasy T. Lozada ◽  
Bernardette J. Pinetta ◽  
Robert J. Jagers
Keyword(s):  
Middle School ◽  
African American ◽  
Racial Identity ◽  
Learning Strategies ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Identity Exploration ◽  
School Based ◽  
Learning Practices

This study sheds light on the interrelations of universal, school-based social-emotional learning strategies and ethnic-racial identity over time. We assessed exposure to social-emotional learning practices and ethnic-racial identity exploration and resolution among 367 middle school students (70% African American, 30% Latinx; 51% girls) across 3 years. The results of a latent growth model with social-emotional learning practices as a time-varying covariate suggest that practices that afford youth opportunities for autonomy, prosocial behavioral routines, and collaboration in the context of homerooms (advisories) and classrooms were consistently associated with greater ethnic-racial identity exploration and resolution across the middle school years. Theoretical and practical implications for the potential of school-based social-emotional learning to support the development of cultural assets such as ethnic-racial identity are discussed.

Leading with data: Using an impact-driven research consortium model for the advancement of social emotional learning in schools.

2020 ◽  
Vol 90 (2) ◽  
pp. 283-287
Author(s):  
Todd I. Herrenkohl ◽  
Tiffany M. Jones ◽  
Charles H. Lea ◽  
Angela Malorni
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Research Consortium
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