Building Learning Communities through Social and Emotional Learning: Navigating the Rough Seas of Implementation

2006 ◽  
Vol 10 (1) ◽  
pp. 2156759X0601000
Author(s):  
Jeffrey S. Kress ◽  
Maurice J. Elias
Keyword(s):  
Learning Communities ◽  
School Counselors ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Creation ◽  
Learning Interventions

Educators have come to recognize the importance of their efforts in building students' social and emotional skills. However, the creation of lasting programming often fails to keep pace with educators' best intentions. In this article, the authors suggest guidelines for ways in which school counselors can be involved in implementing sustained social and emotional learning interventions in a manner that is consistent with the values and goals of such programs.

scholarly journals Integrating Health and Educational Perspectives to Promote Preschoolers’ Social and Emotional Learning: Development of a Multi-Faceted Program Using an Intervention Mapping Approach

2020 ◽  
Vol 17 (2) ◽  
pp. 575 ◽  
Author(s):  
Claire Blewitt ◽  
Heather Morris ◽  
Kylie Jackson ◽  
Helen Barrett ◽  
Heidi Bergmeier ◽  
...  
Keyword(s):  
Mental Health ◽  
Early Childhood ◽  
Intervention Mapping ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Learning Programs ◽  
The Impact

High-quality early childhood education and care (ECEC) can strengthen the social and emotional skills that are crucial for children’s ongoing development. With research highlighting an increasing prevalence of emotional and behavioural challenges in young children, there is emphasis on embedding teaching practices and pedagogies to support social and emotional skills within early learning programs. A growing body of research has examined the impact of social and emotional learning programs in ECEC; however, few studies describe the intervention development process, or how educators and other professionals were engaged to increase the relevance and feasibility of the program. The current paper describes the development of the Cheshire Social-Emotional Engagement and Development (SEED) Educational Program, an online learning tool to support early childhood educators to foster children’s positive mental health. Cheshire SEED was designed using five steps of the Intervention Mapping methodology: (i) comprehensive needs assessment to create a logic model of the problem; (ii) creation of program outcomes and change objectives mapped against determinants of educator behaviour; (iii) co-design of theory-based methods and practical strategies; (iv) program development; and (v) adoption and implementation planning. The process and decisions at each step of the IM protocol are presented, and the strengths and limitations of the approach to develop a mental health intervention for ECEC settings are discussed.

scholarly journals “It’s Embedded in What We Do for Every Child”: A Qualitative Exploration of Early Childhood Educators’ Perspectives on Supporting Children’s Social and Emotional Learning

2021 ◽  
Vol 18 (4) ◽  
pp. 1530
Author(s):  
Claire Blewitt ◽  
Amanda O’Connor ◽  
Heather Morris ◽  
Andrea Nolan ◽  
Aya Mousa ◽  
...  
Keyword(s):  
Early Childhood ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Early Childhood Educators ◽  
Emotional Learning ◽  
Social And Emotional Development ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Impact

Early childhood educators play an important role in supporting children’s social and emotional development. While a growing body of research has examined the impact of curriculum-based social and emotional learning (SEL) programs on child outcomes, the approaches educators use to strengthen children’s social and emotional functioning through their everyday practices are less defined. This study explored Australian early childhood educators’ perspectives on children’s social and emotional development, the approaches educators use to encourage children’s social and emotional skills, the enablers and barriers to SEL within the preschool environment, and the additional support needed. Thirty Early Childhood Education and Care professionals participated in semi-structured interviews and focus group discussions. Findings suggest children’s social–emotional development is at the forefront of educator planning, practice, and reflection. Participants described utilising various approaches to support children’s social and emotional skills, embedded within interactions and relationships with children and families. Specifically, strategies could be grouped into four broad categories: a nurturing and responsive educator–child relationship; supporting SEL through everyday interactions and practice; utilising the physical environment to encourage SEL; and working in partnership with caregivers. There was, however, inconsistency in the variety and type of approaches identified. Time constraints, group size, educator confidence and capability, high staff turnover, and limited guidance regarding high-quality social and emotional pedagogy were identified as key barriers. Participants sought practical strategies that could be embedded into daily practice to build upon current knowledge.

scholarly journals Enhancing Social and Emotional Wellbeing of Aboriginal Boarding Students: Evaluation of a Social and Emotional Learning Pilot Program

2020 ◽  
Vol 17 (3) ◽  
pp. 771
Author(s):  
Linél Franck ◽  
Richard Midford ◽  
Helen Cahill ◽  
Petra T. Buergelt ◽  
Gary Robinson ◽  
...  
Keyword(s):  
Focus Groups ◽  
Social And Emotional Learning ◽  
Boarding Schools ◽  
Emotional Learning ◽  
Emotional Wellbeing ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Aboriginal Students ◽  
Social And Emotional Skills ◽  
Social And Emotional Wellbeing

Boarding schools can provide quality secondary education for Aboriginal students from remote Aboriginal Australian communities. However, transition into boarding school is commonly challenging for Aboriginal students as they need to negotiate unfamiliar cultural, social and learning environments whilst being separated from family and community support. Accordingly, it is critical for boarding schools to provide programs that enhance the social and emotional skills needed to meet the challenges. This study evaluated a 10-session social and emotional learning (SEL) program for Aboriginal boarders and identified contextual factors influencing its effectiveness. The study combined a pre-post quantitative evaluation using diverse social and emotional wellbeing measures with 28 students between 13–15 years (10 female, 11 male, 7 unidentified) and qualitative post focus groups with 10 students and episodic interviews with four staff delivering the program. Students’ social and emotional skills significantly improved. The qualitative findings revealed improvements in students seeking and giving help, working in groups, managing conflict, being assertive and discussing cultural issues. The focus groups and interviews also identified program elements that worked best and that need improvement. Secure relationships with staff delivering the program and participation in single sex groups stood out as critical enablers. The findings lend evidence to the critical importance of collaborative design, provision and evaluation of SEL programs with Aboriginal peoples.

Strengthening College and Career Readiness With Social and Emotional Learning

2021 ◽  
pp. 247-272
Author(s):  
Kara Sidorowicz ◽  
Anthony Yang
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Social Emotional ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Career And Technical ◽  
School Year ◽  
Support Teacher

Social-emotional skills are essential for navigating the rapidly evolving world, especially for students who will become the makers and doers of tomorrow. The literature suggests that a technology-driven shift in needs is fueling a skills gap within a workforce needing social-emotional competencies. These shifts have grown the need for students to develop their social-emotional skills for professional and personal success. Experts suggest infusing social and emotional learning (SEL) in career and technical education (CTE) to address this. This study documents and explores a strategy for explicit SEL in CTE at Clark County School District in Nevada, USA during the 2019-2020 school year. Usage and student answers suggest promising value of SEL in CTE for student learning, but a need to better support teacher adoption. Findings from this study contribute preliminary guidance on program development and implementation upon which future educators and researchers can build.

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