Coping With the Pandemic: Implementing Social and Emotional Learning in the California K-12 School System

2021 ◽  
Vol 8 (2) ◽  
pp. 136-142
Author(s):  
Agnes M. Varghese ◽  
Misaki N. Natsuaki
Keyword(s):  
Mental Health ◽  
Task Force ◽  
Social And Emotional Learning ◽  
The United States ◽  
Emotional Learning ◽  
World Health ◽  
California Department ◽  
Social And Emotional ◽  
Track Record ◽  
K 12

In March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Among the massive shutdowns that occurred across the United States in response, all K-12 schools in California closed to protect the health of students. However, such a closure and its resulting consequences were associated with a host of negative mental health implications for youth. Furthermore, many of these youth may not have had adequate resources to tackle issues impacting their psyche in this unprecedented time. Social and emotional learning (SEL), a method in which children can acquire the knowledge and skills to understand and manage emotions, has a proven track record of positive social, emotional, educational, and career consequences. The California Department of Education should convene a task force to develop guidelines for local school districts that provide all K-12 students in the state with effective SEL to assist them in mental health recovery from the pandemic.

Washington View: Big ideas for a new day

2021 ◽  
Vol 102 (5) ◽  
pp. 61-62
Author(s):  
Maria Ferguson
Keyword(s):  
United States ◽  
Rural Education ◽  
Social And Emotional Learning ◽  
The United States ◽  
Emotional Learning ◽  
School Superintendents ◽  
Social And Emotional ◽  
Big Ideas

As the United States has begun to make the transition from one presidential administration to the next, organizations with an interest in education have weighed in on what they think the Biden administration should focus on. Maria Ferguson shares recommendations from the Center for American Progress, AASA: The School Superintendents Association, Organizations Concerned About Rural Education, and advocates for social and emotional learning.

scholarly journals Facilitating success for people with mental health issues in a college through cognitive remediation therapy and social and emotional learning

2019 ◽  
Vol 12 (2) ◽  
pp. 164-182 ◽  
Author(s):  
Jaswant Kaur Bajwa ◽  
Bobby Bajwa ◽  
Taras Gula
Keyword(s):  
Mental Health ◽  
Education Program ◽  
Cognitive Remediation ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Computer Assisted ◽  
Content Type ◽  
Social And Emotional ◽  
Essential Components ◽  
Supported Education

PurposeThe purpose of this paper is to describe the components, structure and theoretical underpinnings of a cognitive remediation intervention that was delivered within a supported education program for mental health survivors.Design/methodology/approachIn total, 21 participants enrolled in the course Strengthening Memory, Concentration and Learning (PREP 1033 at George Brown College (GBC)) with the diagnosis of depression, anxiety, PTSD, ED and substance use disorder were included in the research. After a baseline assessment, participants completed 14 week cognitive remediation training (CRT) protocol that included six essential components that were integrated and implemented within the course structure of the supported education program at GBC. This was followed by a post-training assessment.FindingsAnalysis of the participants’ performance on CRT protocol using computerized games showed little significant progress. However, the research found a positive change in the self-esteem of the participants that was statistically significant and the findings also aligned with the social and emotional learning framework.Research limitations/implicationsOne of the limitations in the research was the use of computer-assisted cognitive remediation in the form of the HappyNeuron software. The value and relevance of computer assisted needs are to be further examined. It seems that the implementation of the course that explicitly address cognitive challenges creates a supportive environment can be helpful.Practical implicationsDespite the mixed results and the few limitations associated with the CRT intervention reported in the research, the study offers reminders of the complexity of cognitive remediation and all the factors involved that need to be taken into consideration.Social implicationsThis research created explicit space for addressing some of the implicit assumptions about the cognitive abilities when in post-secondary education.Originality/valueThis work is based on author’s previous work on cognitive remediation research within the supported education setting.

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.

Overcoming Educational Challenges Through Social and Emotional Learning

2020 ◽  
pp. 1-23
Author(s):  
Laurel Miltenberger
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Academic Learning ◽  
Self Awareness ◽  
Social And Emotional ◽  
Relationship Skills ◽  
Grade Levels ◽  
Educational Challenges ◽  
K 12 ◽  
The Impact

The purpose of the chapter is to examine the importance of social and emotional learning (SEL) when supporting K-12 students in academic learning for success. Components of SEL such as self-awareness, self-management, social awareness, relationship skills, and responsible decision making will be covered. A brief look at emotional intelligence is incorporated in the contents as well. The author provides evidence-based reasons why teaching SEL is beneficial for K-12 student success in numerous aspects of their educational career. Not only K-12 students be the focus of implementing SEL, but the teacher's role in implementing SEL in the classroom is explored. Various skills taught in SEL is discussed in detail as well as the impact of SEL at various grade levels.

scholarly journals Towards a Critically Conscious Approach to Social and Emotional Learning in Urban Alternative Education: School Staff Members’ Perspectives

2015 ◽  
Vol 7 (1) ◽  
pp. 41-62 ◽  
Author(s):  
Christopher D. Slaten ◽  
Decoteau J. Irby ◽  
Kevin Tate ◽  
Roberto Rivera
Keyword(s):  
Mental Health ◽  
Alternative Education ◽  
Mental Health Professionals ◽  
Health Professionals ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Staff Members ◽  
Social And Emotional ◽  
Youth Education ◽  
Monolithic Approach

Social and emotional learning (SEL) has been well researched and validated as an important component of youth education (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Elias et. al., 1997). However, much of the literature implies a very monolithic approach to SEL interventions (Watts, Griffith, & Abdul-Adil, 1999). The current study examines a predominately African-American urban alternative school’s unique approach to reaching students’ SEL needs. Utilizing Consensual Qualitative Research (Hill, 2012), researchers interviewed 15 staff members at the school, ranging from teachers to mental health professionals to community educators, to obtain a thorough understanding of the unique approaches to SEL within urban alternative education. Implications for educators and mental health professionals working in alternative educational settings are discussed

scholarly journals Supporting mental health and psychosocial wellbeing through social and emotional learning: A participatory study of conflict-affected youth resettled to the U.S.

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lindsay Stark ◽  
Mackenzie V. Robinson ◽  
Alli Gillespie ◽  
Jeremy Aldrich ◽  
Wafa Hassan ◽  
...  
Keyword(s):  
Mental Health ◽  
High Schools ◽  
Focus Group ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Refugee Youth ◽  
Social And Emotional ◽  
Psychosocial Wellbeing

Abstract Background A growing literature has drawn attention to the central role that schools play in supporting the adjustment of resettled refugee youth and promoting their mental health and psychosocial wellbeing. In particular, the recent proliferation of school-based social and emotional learning (SEL) initiatives presents an opportunity to strengthen supports for resettled adolescents. This participatory research study aims to understand how high school students resettled from countries in the Middle East and North Africa region are experiencing the challenges and opportunities of acculturation and the ways in which they believe schools can better support them in this process. Methods We analyzed primary data collected during focus group discussions as part of the SALaMA study. During these discussions, we used participatory ranking methodology to elicit adolescents’ suggestions on how high schools can better support students both academically and psychosocially after resettlement. Fourteen focus group discussions were held with male (n = 38) and female (n = 31) adolescents aged 14–20 years, who were selected purposively across six public high schools in Harrisonburg, Virginia, Austin, Texas, and Detroit, Michigan. Participants offered suggestions and then ranked them in order of importance using consensus ranking. Results Thematic analysis of the PRM results across sites produced a wealth of suggestions centered around three broad themes, namely: skills related to navigating social and academic challenges, culturally responsive teaching, and socially and culturally equitable learning environments. Conclusions Findings reported illustrate limitations of the conventional, universal SEL model and shed light on how schools can adapt transformative SEL strategies to serve their students better, especially newcomers from conflict-affected countries.

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