scholarly journals Social-Emotional Learning Interventions for Students With Special Educational Needs: A Systematic Literature Review

2021 ◽  
Vol 6 ◽  
Author(s):  
Sepideh Hassani ◽  
Susanne Schwab
Keyword(s):  
Systematic Review ◽  
Intervention Studies ◽  
Social Emotional Learning ◽  
The United States ◽  
Educational Needs ◽  
Emotional Learning ◽  
Special Educational Needs ◽  
Social Emotional ◽  
Current Systematic Review ◽  
Learning Interventions

In the last decades, social-emotional learning interventions have been implemented in schools with the aim of fostering students’ non-academic competences. Evaluations of these interventions are essential to assess their potential effects. However, effects may vary depending on students’ variables. Therefore, the current systematic review had three main objectives: 1) to identify the effectiveness of social-emotional learning interventions with students with special educational needs, 2) to assess and evaluate those intervention conditions leading to effective outcomes in social-emotional competences for this population, and 3) to draw specific conclusions for the population of students with special educational needs. For this purpose, studies were retrieved from the databases Scopus, ERIC, EBSCO and JSTOR, past meta-analysis and (systematic) reviews, as well as from journal hand searches including the years 1994–2020. By applying different inclusion criteria, such as implementation site, students’ age and study design, a total of eleven studies were eligible for the current systematic review. The primary findings indicate that most of the intervention studies were conducted in the United States and confirm some positive, but primarily small, effects for social-emotional learning interventions for students with special educational needs. Suggestions for future research and practice are made to contribute to the improvement of upcoming intervention studies.

Social-Emotional Learning Interventions in Youth Sport: What Matters in Design?

2021 ◽  
Author(s):  
Dawn Anderson-Butcher ◽  
Samantha Bates ◽  
Anthony Amorose ◽  
Rebecca Wade-Mdivianian ◽  
Leeann Lower-Hoppe
Keyword(s):  
Social Emotional Learning ◽  
Youth Sport ◽  
Emotional Learning ◽  
Social Emotional ◽  
Learning Interventions ◽  
What Matters

Effective Social Emotional Learning Implementation

2021 ◽  
pp. 42-55
Author(s):  
Ashley Wolfe Reilly
Keyword(s):  
Social Emotional Learning ◽  
Classroom Community ◽  
The United States ◽  
Emotional Learning ◽  
Management Skills ◽  
Learning Program ◽  
Social Emotional ◽  
Self Reflection ◽  
Research In Education ◽  
Successful School

A growing interest and body of research in education in the United States has centered around the idea that students learn best when they have foundational social emotional learning skills. These skills, ranging from interpersonal skills to self-reflection and awareness skills to self-management skills, allow students and adults to engage with one another in productive, pro-social ways that can positively impact a classroom community and a school's culture at large. This chapter seeks to consider the ways that adult social emotional learning impacts the success of greater, school-wide implementation. Specifically, the chapter explores the impact that a purposeful, measured (six months to year-long) adult social emotional learning rollout has in successful school-wide adoption of a comprehensive social emotional learning program.

Reflecting on Social Emotional Learning: A Critical Perspective on Trends in the United States

2009 ◽  
Vol 79 (2) ◽  
pp. 533-556 ◽  
Author(s):  
Diane M. Hoffman
Keyword(s):  
United States ◽  
Behavioral Control ◽  
Control Strategies ◽  
Social Emotional Learning ◽  
The United States ◽  
Cultural Analysis ◽  
Emotional Learning ◽  
Social Emotional ◽  
Critical Perspective ◽  
Relational Contexts

This critical cultural analysis of trends in the field of social emotional learning (SEL) in the United States considers how ideas concerning emotional skills and competencies have informed programmatic discourse. While currently stressing links between SEL and academic achievement, program literature also places emphasis on ideals of caring, community, and diversity. However, recommended practices across programs tend to undermine these ideals by focusing on emotional and behavioral control strategies that privilege individualist models of self. SEL in practice thus becomes another way to focus attention on measurement and remediation of individual deficits rather than a way to redirect educators’ focus toward the relational contexts of classrooms and schools. The promise of SEL to foster increased achievement and equity in American education may not be realized unless more work is done to connect ideals with practices and to address the political and cultural assumptions that are being built into contemporary approaches.

Anchoring Post-Secondary Readiness in Social-Emotional Learning

2021 ◽  
pp. 346-367
Author(s):  
Marina Fradera
Keyword(s):  
Emergent Literacy ◽  
Struggling Readers ◽  
Social Emotional Learning ◽  
The United States ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Competencies ◽  
Post Secondary ◽  
Core Content ◽  
Youth At Risk

Intentional social emotional instruction is often absent from most schools in the United States as students grow older. Few state legislatures have policies in place to mandate the integration of social emotional learning (SEL) into classroom instruction after 3rd grade. Rather than being recognized as a key component of all core content learning, SEL is framed as a set of reactionary interventions that address specific adolescent challenges placing youth “at risk.” It is widely understood that social emotional competencies (SECs) grow with and influence emergent literacy among young learners. The same approach is often absent from approaches to literacy instruction for older struggling readers. This chapter underscores the opportunity to frame post-secondary preparation and texts connected to it as opportunities to explicitly teach social emotional competencies (SECs) as a means to plan for the future and heal from the past.

scholarly journals Social-Emotional Learning in a Time of Chaos

2020 ◽  
Vol 7 (1/2) ◽  
Author(s):  
John B. Bond
Keyword(s):  
Student Achievement ◽  
Public Schools ◽  
Student Success ◽  
Standardized Tests ◽  
Emotional Health ◽  
Social Emotional Learning ◽  
The United States ◽  
Emotional Learning ◽  
Social Emotional ◽  
The World

Over the last generation public schools in the United States have strongly emphasized student achievement as measured by standardized tests. In this paper the role Social-Emotional Learning (SEL) can play in improving student success is emphasized. Research on SEL has shown that student achievement is positively affected by SEL programming. Yet, an argument continues over how the limited time in the classroom is used. As the world faces a pandemic during which students are often not attending school in person, their social-emotional health is of increased concern.

scholarly journals Social-Emotional Development of Children in Asia: A Systematic Review

2021 ◽  
Author(s):  
Geok Har Yong ◽  
Mei-Hua Lin ◽  
Teck Hock Toh ◽  
Nigel V. Marsh
Keyword(s):  
Systematic Review ◽  
East Asia ◽  
Emotional Development ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Problem Behaviour ◽  
The Social ◽  
East Asia Region

Abstract Background: There has been growing interest in the social-emotional development of children. However, the social-emotional development of children in Asia remains a knowledge gap. This systematic review identifies and summarises existing studies on the social-emotional development of children in Asia. Method: We conducted a systematic review using the Guidelines for Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA). This review included primary social-emotional development studies conducted in Asia and published in English. The study findings were entered into Microsoft Excel, and data were summarized quantitatively and thematically. Results: We reviewed 45 studies that met the inclusion criteria, and they were from 12 Asian countries, mostly the East Asia region (China and Hong Kong). Most of the studies were cross-sectional in design (n = 23, 51.1%). The majority of the studies focused on overall social-emotional development (n = 24, 53.3%), followed by social competence (n = 7, 15.6%), emotional development (n = 5, 11.1%), social-emotional learning (n = 3, 6.7%), problem behaviour (n = 3, 6.7%), self-regulation (n = 2, 4.4%), and 1 study (2.2%) focused on both social-emotional learning and problem behaviour. We did not perform the meta-analysis as the study findings were of heterogeneity.Conclusions: Studies on children’s social-emotional development in Asia are limited and mainly from the East Asia region. More diverse cultural studies on the social-emotional functioning of children in Asia are needed to understand children’s social-emotional development in Asia. Finally, parent and teacher knowledge on children’s social-emotional development should also be examined more closely. Systematic review registration: The protocol for this review was registered in PROSPERO (CRD42021238826).

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