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.

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.

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.

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 Restorative practices and the integration of social emotional learning as a path to positive school climates

2018 ◽  
Vol 11 (1) ◽  
pp. 110-123 ◽  
Author(s):  
Kristina Hulvershorn ◽  
Shaila Mulholland
Keyword(s):  
School Discipline ◽  
Task Force ◽  
Zero Tolerance ◽  
Social Emotional Learning ◽  
School Context ◽  
Emotional Learning ◽  
Unintended Effects ◽  
Restorative Practices ◽  
Social Emotional ◽  
Content Type

Purpose An understanding of the effects of zero tolerance policies in schools has resulted in rethinking of approaches to prevent conflict and creating a healthy school climate. Restorative practices (RP) have been looked to as an alternative to zero tolerance policies. At the same time, social emotional learning (SEL) programming has been implemented to provide students with the skills to communicate and build relationships with peers. The purpose of this paper is to provide a look at the historical context shaping the development of RP, and explore connections between RP and SEL. Considerations for implementation and conceptual models for implementing RP are also discussed. Design/methodology/approach Informed by education policy analysis methods, this essay places RP in their broader context, explores RP and considers such practices important to study due to the unintended effects stemming from “traditional” obedience-oriented punitive approaches to school discipline (American Psychological Association Zero Tolerance Task Force, 2008; O’Malley and Austin, 2014). Findings Based on the analysis of current research, the authors explain that when RP are implemented with SEL programming, it is an opportunity for educational practitioners to address issues around race, gender, disability, and other aspects of diversity. By integrating these approaches together, RP become a vehicle to develop students’ SEL skills, which includes communication skills, kindness, empathy, and caring. Research limitations/implications An understanding of how zero tolerance policies have played out in the school setting has resulted in rethinking of current approaches to preventing conflict. Subsequently, educational leaders and professional associations have led a shift toward alternative models and practices in school discipline. Practical implications District, state, and federal policymakers have pressed for more constructive alternatives that foster a productive and healthy instructional climate without depriving large numbers of students the opportunity to learn (Skiba and Losen, 2016, p. 4). These approaches include RP, as well as integrating SEL into school practices and the curriculum. Social implications Several challenges and opportunities lie ahead. Based on the firsthand work with schools and districts implementing restorative and SEL practices, as well as the knowledge and insights gained from this analysis of research, one important need to consider is the need to integrate school disciplinary practices, including RP, into the school context and existing structures. Originality/value By conducting this study of the research evidence on RP, the authors were able to gain insights into questions, including: How have school practitioners applied RP as an alternative to zero tolerance policies?

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.

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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