Students With Disabilities in Social and Emotional Learning Interventions: A Systematic Review

2020 ◽  
pp. 074193252096491
Author(s):  
Samantha G. Daley ◽  
Michael F. McCarthy
Keyword(s):  
Systematic Review ◽  
Students With Disabilities ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Future Research ◽  
Learning Needs ◽  
Social And Emotional ◽  
Scant Attention ◽  
Attention To Students ◽  
Curricular Materials

This systematic review examines the social and emotional learning (SEL) intervention literature to address questions of whether and how students with disabilities are considered in studies of universal SEL interventions in middle and high schools. From the articles identified for initial review ( n = 4,355), 166 met the inclusionary criteria. Among these, 19 studies explicitly mentioned including students with disabilities. Five studies included analyses of students with disabilities as a subgroup, with varying results. Additional analyses focus on evidence of attention to varied learning needs in curricular materials or training of facilitators. Findings demonstrate scant attention to students with disabilities in reports of universal SEL interventions, leaving open questions about their inclusion and effects of participation. Opportunities for addressing these questions in future research are described.

A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education: Have we been doing this all along?

2020 ◽  
Vol 27 (1) ◽  
pp. 76-95 ◽  
Author(s):  
Ben Dyson ◽  
Donal Howley ◽  
Paul M. Wright
Keyword(s):  
Physical Education ◽  
General Education ◽  
Scoping Review ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Future Research ◽  
Social And Emotional ◽  
Model Based ◽  
Key Skills ◽  
K 12

The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physical education (PE) settings to inform a future research agenda for the field. A methodological framework involving the processes of inductive analysis and constant comparison was followed. Sixty-three studies (teaching personal and social responsibility = 26; cooperative learning = 24; and outdoor and/or adventure education = 13) across 14 countries adopting qualitative (26), quantitative (23), and mixed methods (14) in elementary (17), middle (27), and high school (19) settings presented evidence connecting these three MBPs explicitly, but more often implicitly, with SEL outcomes. While it is possible to say SEL skills and outcomes were observed, it would be more appropriate to suggest that there is evidence of only some key skills and elements of SEL outcomes occurring. Similar to general education, we do not know as much about if and how these three MBPs deliver such outcomes comprehensively. The educational and political rhetoric surrounding SEL is not matched by a body of empirical research that dedicates itself solely to investigating SEL in PE using a contemporary theory, framework, and assessment. Aligning future research involving these three MBPs and other pedagogical approaches with a suitable framework and theory involving teachers and students can advance future research on SEL in PE and is necessary in order to develop a common language and understanding within the field.

scholarly journals Social and Emotional Learning in the Ibero-American Context: A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Francisco-Domingo Fernández-Martín ◽  
José-María Romero-Rodríguez ◽  
José-Antonio Marín-Marín ◽  
Gerardo Gómez-García
Keyword(s):  
Systematic Review ◽  
School Safety ◽  
Empirical Studies ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Self Control ◽  
Fundamental Aspect ◽  
Self Awareness ◽  
Social And Emotional

Social and emotional learning (SEL) has acquired great prominence in recent years, due to the skills it develops in students, influencing personal and social well-being. At the same time, society is moving toward a model in which understanding oneself and others is a fundamental aspect in order to function properly on a social level. Studies on SEL programmes have been carried out in various parts of the world, although recent reviews have focused exclusively on the Anglo-Saxon context. Therefore, the aim of this paper was to synthesize research on the efficacy and effectiveness of SEL programmes in Ibero-American contexts in early childhood, primary and secondary education. Systematic review was used as the method of enquiry, following the standards of The Campbell Collaboration. In total, 22 empirical studies of SEL programmes implemented in Ibero-America were collected. The results showed that the SEL variables with the highest incidence and significant results were self-awareness, social awareness, self-control, relationship skills, decision-making, school climate, well-being, and academic achievement. While no studies focused on sense of belonging or school safety. Finally, the establishment of programme components, duration, and integration, for each variable, scientifically evidences the keys that can ensure the success of future SEL programmes.

scholarly journals Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Sofia Oliveira ◽  
Magda Sofia Roberto ◽  
Nádia Salgado Pereira ◽  
Alexandra Marques-Pinto ◽  
Ana Margarida Veiga-Simão
Keyword(s):  
Systematic Review ◽  
Emotional Competence ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Medium Effect ◽  
Social And Emotional ◽  
The Impact

Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the efficacy of school-based SEL interventions involving 3,004 in-service preK-12 teachers. The initial systematic review showed that these interventions were very heterogeneous and the research on their efficacy assessed widely distinct outcome variables. Concerning the meta-analysis, results showed statistically significant small to medium effect sizes favoring the experimental group, with SEL interventions impacting teachers' social and emotional competence [g = 0.59, 95% CI (0.29, 0.90)], well-being [g = 0.35, 95% CI (0.16, 0.54)], and psychological distress [g = −0.34, 95% CI (−0.57, −0.10)]. Meta-regressions did not reveal significant values of the explanatory variables, and publication bias was found for social and emotional competence and well-being domains. Findings add to growing empirical evidence regarding the impact of these interventions and contribute to the development of guidelines for the design of effective SEL interventions for teachers.

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