Social Emotional Learning in Schools: The Importance of Educator Competence

2021 ◽  
pp. 194277512110149
Author(s):  
Belinda G. Gimbert ◽  
Dustin Miller ◽  
Emily Herman ◽  
Meghan Breedlove ◽  
Citlali Estela Molina
Keyword(s):  
Preservice Teachers ◽  
School Improvement ◽  
School Counselors ◽  
Professional Learning ◽  
Well Being ◽  
Self Awareness ◽  
Pedagogical Practice ◽  
Social Emotional ◽  
Social And Emotional ◽  
Relationship Skills

As professionals charged with fostering student learning and well-being, educators—school leaders, teachers, school counselors, preservice teachers—should demonstrate social emotional competence. In this study, we apply the Collaborative for Academic, Social, and Emotional Learning’s framework—self-awareness, self-management, social awareness, relationship skills, responsible decision-making—to ascertain what we know from scholarship about educators’ SEL competence. We conclude with guiding principles for training programs and professional learning opportunities for strengthening educators’ understanding of their own SEL to improve daily pedagogical practice and ensure each school-wide initiative around SEL drives seamless strategies for attaining school improvement outcomes.

A Co-Teaching Insight on SEL Curriculum Development and Implementation

2021 ◽  
pp. 39-63
Author(s):  
Abigail Rose Smurr ◽  
Candace M. Cano
Keyword(s):  
English Language ◽  
Social Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Learning Needs ◽  
Self Awareness ◽  
Social Emotional ◽  
Self Reflection ◽  
Social And Emotional ◽  
School Year

Cano and Smurr became co-teachers and developed a social emotional learning (SEL) supplementary curriculum to use along their mandated English Language Arts curricula in their seventh and eighth grade classes. Through a process of research and development, their primary purpose was to identify the effectiveness of social emotional learning curriculum. This chapter will expand on the implementation and the impact of SEL curriculum created by Cano and Smurr; this curriculum was developed and implemented throughout the 2018-2019 school year and demonstrated student responsiveness towards learning and personal well-being. The SEL curriculum is strongly based off CASEL (Collaborative for Academic, Social, and Emotional Learning) standards: self-efficacy, growth mindset, self-management, social awareness, and self-awareness. The assignments impacted student learning in multiple areas such as an avenue of advocacy for learning needs, normalized stigmatized topics in the classroom, and assistance in student self-reflection and metacognition skills.

Time for Change: Understanding Teacher Social-Emotional Learning Supports for Anti-Racism and Student Well-Being During COVID-19, and Beyond

2021 ◽  
pp. 001312452110625
Author(s):  
Karen Stansberry Beard ◽  
Joanne Baltazar Vakil ◽  
Theodore Chao ◽  
Cory D. Hilty
Keyword(s):  
School Counselors ◽  
Well Being ◽  
Emotional Learning ◽  
Future Research ◽  
Emotional Needs ◽  
Social Emotional ◽  
Preparation Programs ◽  
Social And Emotional ◽  
The Social ◽  
Black Bodies

During the COVID-19 pandemic, the approximately 3.2 million teachers serving 50.8 million students in U.S. schools were positioned, along with school counselors, as de facto first responders for student well-being. Teachers across the country, already struggling to transition their teaching to online platforms, had to simultaneously implement recently adopted Social and Emotional Learning (SEL) Standards. While prioritizing the social and emotional needs of children is of course a necessity, we wondered about the support needed for teachers who shouldered this work? Of particular interest were the supports for teachers operating in urban schools and with communities of color disproportionately impacted. And within this timeframe, global uprisings protesting police murders of Black bodies revealed the crucial importance of anti-racist educational practices. While we contend that teacher well-being is a key determinate of student well-being, we also explored the ways teachers innovated and created online communities (e.g., Twitter, Facebook) to support one another’s SEL and anti-racist pedagogy. The connection between these practices to research-supported online teacher support structures that influence teacher emotions (e.g., efficacy) was further explored. We conclude with implications from learnings from this crisis for practitioners, educator preparation programs, policy, and future research while adding to the limited literature concerning teacher SEL, anti-racism, and teacher-created communities.

Adopting a Trauma-Informed Approach to Social-Emotional Learning

2020 ◽  
pp. 96-116
Author(s):  
Maurice J. Elias ◽  
Erica R. Powlo ◽  
Ava Lorenzo ◽  
Brian Eichert
Keyword(s):  
Ethical Decision Making ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Self Awareness ◽  
Tier 2 ◽  
Social Emotional ◽  
Social And Emotional ◽  
Relationship Skills ◽  
Trauma Informed ◽  
Comprehensive Curriculum

The Collaborative for Academic, Social, and Emotional Learning (CASEL) has identified 5 sets of social-emotional learning (SEL) skills (the CASEL 5): self-awareness; self-management; social awareness and empathy; relationship skills; and responsible, ethical decision-making. SEL is critical for students to be able to manage their own internal stressors, navigate their social environment successfully, and then access a comprehensive curriculum. It provides students with critical life skills such as problem-solving and perspective-taking that will span well beyond their schooling years, helping them to become productive members of society. In this chapter, the authors describe how to assess a school system’s infrastructure for SEL and discuss how to implement SEL at both Tier 1 and Tier 2 levels in an urban disadvantaged school district where many students have been impacted by trauma. A case study is presented.

scholarly journals The Role of Scout Extracurricular in Effort To Student’s Social – Emotional Character Development (SECD) Competence

2019 ◽  
Vol 4 (1) ◽  
pp. 103-108
Author(s):  
Insani Nur Syawal
Keyword(s):  
Extracurricular Activities ◽  
Junior High School ◽  
Character Development ◽  
Case Study Research ◽  
Educational Activity ◽  
Self Awareness ◽  
Research Subjects ◽  
Social Emotional ◽  
Social And Emotional

This research is motivated by problems that have been found such as antipathy, lack of emotional control, undisciplined, ignorant of the environment, less communicative, and inability to make decisions. This study aims to look at the role of scouts extracurricular in the competence of students' social and emotional character development. The research method used in this research is a qualitative approach using a descriptive method, with a case study research design with the research subjects as supervisors, unit builders, board members and members of the scouts at 19 Junior High School, Bandung. Data collection techniques used by researchers are in-depth interviews, observation, and documentation studies. The results showed that the scout extracurricular contributed significantly to the development of social and emotional character including self-awareness, self-management (regulation), social awareness, relationship skills and responsible decision making. The author provides recommendations for schools to be more morally and materially supportive so that scouts extracurricular activities at SMP Negeri 19 Bandung can be more advanced and produce more students who are achievers and smart at the social and emotional competence, also become a good educational activity, not just mere formalities.

The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic

2022 ◽  
pp. 18-32
Author(s):  
Emine Tunc ◽  
Nausheen Hossain ◽  
Ambereen Haq ◽  
Yetkin Yildirim
Keyword(s):  
Online Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Educational Institutions ◽  
Self Awareness ◽  
Social And Emotional ◽  
Educational Productivity ◽  
Relationship Skills ◽  
The Social ◽  
Rapid Spread

In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.

Effect of Meditation on Social/Emotional Well-Being in a High-Performing High School

2019 ◽  
Vol 23 (1) ◽  
pp. 2156759X2094063
Author(s):  
Jane E. Bleasdale ◽  
Margaret C. Peterson ◽  
Sanford Nidich
Keyword(s):  
High School ◽  
School Counselors ◽  
Perceived Stress ◽  
Well Being ◽  
Self Esteem ◽  
Anxiety And Depression ◽  
Social Emotional ◽  
High Performing ◽  
Randomized Controlled ◽  
The Impact

This study explored the impact of a meditation program on stress, anxiety, and depression in a high-performing high school. Using a randomized controlled design with 52 students, the study took place over 4 months. Students participated in Transcendental Meditation (treatment) or silent reading (active control) twice daily. We observed significant reductions in perceived stress ( p = .040), anxiety ( p = .028), anger ( p = .047), depression ( p = .024), and fatigue ( p = .075), and improvement in self-esteem ( p = .054). The program has important implications for school counselors because of the impact on social/emotional well-being.

Cyberbullying and the Gifted: Considerations for Social and Emotional Development

2018 ◽  
Vol 41 (3) ◽  
pp. 130-135 ◽  
Author(s):  
Bronwyn MacFarlane ◽  
Keri Mina
Keyword(s):  
Well Being ◽  
Emotional Awareness ◽  
High Ability ◽  
Social Emotional ◽  
Online Bullying ◽  
Social And Emotional ◽  
Targeted Instruction ◽  
Use Of Technology ◽  
Teachers And Parents ◽  
High Ability Students

The use of technology can promote learning, higher-order thinking, deeper understanding, collaboration, and student engagement. But if unchecked and unfacilitated, online cyberbullying can become an impediment to learning and threaten young people’s sense of well-being. Cyberbullying is a type of youth aggression that teachers and parents must consider how to integrate technology for educational purposes and decrease online bullying scenarios with targeted instruction and strategies in an online culture. This article examines cyberbullying and relevant concerns to educating high-ability students. Motivation will be discussed with suggestions, resources, and considerations for working with high-ability young people in developing their social–emotional awareness and strategies for addressing bullying.

scholarly journals Curriculum Design for Building and Developing the Social-Emotional Skills of Preschoolers

Educatia 21 ◽  
2020 ◽  
pp. 58-64
Author(s):  
Irina-Mihaela Trifan ◽  
Olga Chiș
Keyword(s):  
Curriculum Design ◽  
Well Being ◽  
Early Years ◽  
International Studies ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Comparative Results

"The present study investigates the theoretical, methodical and practical aspects which emphasize the importance of the formation and development of social and emotional skills during early years, which have a major impact over children’s long-term growth, while also assuring their adjustment in society, the cut down of unwanted behaviours and provides social and emotional well-being for the preschooler. The steps dedicated for the pedagogical experiment have had the purpose of verifying the efficacy of the application of the project - The Development of Social and Emotional Skills Curriculum (DeCo - SE)- and was targeted towards building and growing said skills for the last year preschoolers. The results of the research revealed that the efficiency of applying a curriculum based on building and developing the social and emotional skills of preschoolers. We conclude that the study gave promising results on the prevention and reduction of undesirable behaviors, the identification of emotions, tolerance to frustration, relaxation through deep breathing techniques, methods of controlling anger and destructive behaviors among preschoolers. The comparative results presented in this study reinforce the findings of other international studies (Merrell et al., 2008), according to which the implementation of The Development of Social and Emotional Skills Curriculum (DeCo - SE) contributes to reducing undesirable behaviors, children being modeled in a positive way, having a positive social attitude, managing to easily adjust their emotions."

scholarly journals Mechanism of Management for Formation of Social-Emotional Competences in Educational Institutions

2018 ◽  
Keyword(s):  
Labor Market ◽  
Process Management ◽  
Complex Problem ◽  
Educational Process ◽  
Self Awareness ◽  
Social Emotional ◽  
Social And Emotional ◽  
The World ◽  
Research Problems ◽  
Emotional Education

One of the key factors in increasing productivity and economic growth in the country is the well-established educational process, and as a result, the matching of people’s skills with the modern needs of the labor market. Important research problems concern the development of a new model of educational process management, which includes the formation of a person as not only a workforce, but also personality. The purpose of the article is to study the relevance of the implementation of socio-emotional competences in the modern educational environment for the formation of the demanded skills of the labor market, which is constantly changing. The research presents the main claimed types of abilities of a modern person, including a system of cognitive, social-emotional and technical skills, and emphasizes the growing importance of social and emotional skills. The five competencies of social and emotional learning are highlighted: self-awareness, self-governance, social awareness, interpersonal skills and responsible decision-making. According to a study by the World Bank and the report of the World Economic Forum «The Future of Workplaces», the skills that are in greatest demand today in society are grounded: analytical thinking and innovation, complex problem solving, critical thinking and analysis, active learning. It is important to know the structure of educational levels and their involvement in them in order to understand how and for whom to form the modern educational process. Therefore, the analysis of the distribution of the number of pupils, listeners and students studying in Ukrainian institutions and their gender component is conducted. The main tendencies of changes of participants of educational process in 2014-2017 are found at all levels of education. To improve the efficiency of management of educational process, the urgency of the introduction of social and emotional education into the educational process has been emphasized. The value and result of the influence of social and emotional education on each level of education, their interrelation and the degree of need are assessed.

Sign in / Sign up

Export Citation Format

Share Document