scholarly journals Educators Experiences of Establishing Social and Emotional Learning Pedagogies in an Elementary School With At-Risk Students

2021 ◽  
Vol 13 (5) ◽  
pp. 625-638
Author(s):  
Ben Dyson ◽  
Donal Howley ◽  
Yanhua Shen ◽  
Seunghyun Baek
Keyword(s):  
At Risk ◽  
Elementary School ◽  
At Risk Students ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional

The Effectiveness of a Portuguese Elementary School Social and Emotional Learning Program

2016 ◽  
Vol 37 (5) ◽  
pp. 433-447 ◽  
Author(s):  
Vitor Alexandre Coelho ◽  
Vanda Sousa ◽  
Ana Paula Figueira
Keyword(s):  
Elementary School ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Learning Program ◽  
Social And Emotional

scholarly journals Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students

2021 ◽  
Author(s):  
Amy L. Green ◽  
Stephen Ferrante ◽  
Timothy L. Boaz ◽  
Krista Kutash ◽  
Brooke Wheeldon-Reece
Keyword(s):  
Decision Making ◽  
Elementary School ◽  
Elementary School Students ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Mentoring Program ◽  
School Students ◽  
Emotional Competencies ◽  
Social And Emotional ◽  
Social And Emotional Competencies

AbstractSocial and Emotional Learning (SEL) programs seek to enhance social and emotional competencies in children, including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. By means of direct instruction regarding social and emotional competencies, SEL programs have the potential to strengthen resilience in children and thus their capacity to effectively cope with life’s challenges. Strengthening resilience in children who are repeatedly exposed to adverse experiences, particularly those from economically disadvantaged minority backgrounds, is of particular importance and has implications for the prevention of a multitude of problems later in life. Our study reports the result of an investigation of the SPARK Child Mentoring program, a resilience-focused SEL program designed to reduce risk factors, uncover innate resilience, promote natural emotional well-being, and facilitate school success. We employed a randomized controlled trial comprising 94 elementary school students that included pre- and post-intervention measurements. After controlling for pre-intervention levels, we found a significant difference between students’ understanding of underlying program principles; communication, decision making, and problem-solving skills; emotional regulation; and resilience for students who received the intervention compared to students who did not receive the intervention. These results provide initial evidence for the efficacy of the SPARK Child Mentoring program with a diverse sample of elementary school students and adds to the existing literature base concerning positive outcomes associated with SEL programs. We discuss implications for future research focused on long-term preventive effects of the program and the characteristics of students most likely to benefit from it.

Summer Camp: Enhancing Empathy Through Positive Behavior and Social and Emotional Learning

2020 ◽  
Vol 43 (4) ◽  
pp. 398-415
Author(s):  
Carmen Carpio de los Pinos ◽  
Antonio Gobea Soto ◽  
José Luis Martín Conty ◽  
Rosa Conty Serrano
Keyword(s):  
At Risk ◽  
Behavioral Interventions ◽  
Intervention Program ◽  
Standardized Test ◽  
Summer Camp ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Positive Behavior ◽  
Social And Emotional ◽  
At Risk Adolescents

Background: Summer camp is proposed as a context to enhance prosocial behavior. This context could be used to apply intervention programs, in addition to being a time of fun and conviviality. A camp-based intervention program to increase empathy was administered for adolescents at risk. Purpose: The aim of this study was to apply and evaluate a positive behavior and social and emotional learning (SEL) intervention on empathy. Methodology/Approach: This exploratory study was carried out with pre–post quantitative design, based on a single-group intervention, with 113 adolescents aged 12 to 17 years. Change in empathy was measured by means of a standardized test and participant observation. We used evidence-based interventions, drawing on the principles of positive behavioral interventions and supports (PBIS) and SEL approach. Findings/Conclusions: An intervention in positive behavior and SEL was useful in improving empathy in at-risk adolescents. The enhancement was noticeable in both cognitive and emotional empathy, more specifically in the constructs of perspective taking and empathic concern. Implications: Summer camps might be considered an appropriate setting for interventions with at-risk adolescents.

Promotion of social and emotional learning in a Chinese elementary school

2021 ◽  
Vol 49 (10) ◽  
pp. 1-9
Author(s):  
Lei An ◽  
Esha Vaid ◽  
Maurice J. Elias ◽  
Qianfeng Li ◽  
Minghui Wang ◽  
...  
Keyword(s):  
Elementary School ◽  
Intervention Group ◽  
Mainland China ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Fifth Grade ◽  
Control Group ◽  
Social And Emotional ◽  
Fifth Grade Students ◽  
The Right

Although there is substantial evidence for the merits of integrating social and emotional learning (SEL) into educational settings, little empirical research on this learning approach has been conducted in Mainland China. We synthesized the frameworks of Western SEL and the guidelines of Chinese mental health education, and conducted a preliminary assessment of a short-term SEL curriculum that we designed and piloted in an elementary school. We randomly assigned two classes comprising 111 fifth-grade students to take the SEL curriculum (intervention group), and compared them with a third class comprising 53 fifth-grade students assigned the usual curriculum (control group). The results show that the intervention group had a significant increase in emotional intelligence scores after completing the activities in the curriculum, and the control group experienced an increase in feelings of competitiveness. Students in the intervention group generally perceived the SEL curriculum as striking the right balance between enjoyable activities and valuable learning. Our findings imply that it would be a positive educational development to design SEL curricula for systematic use across multiple grades, thus weaving these into the formal Chinese elementary school system.

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