scholarly journals Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis

2021 ◽  
Vol 12 ◽  
Author(s):  
Sofia Oliveira ◽  
Magda Sofia Roberto ◽  
Nádia Salgado Pereira ◽  
Alexandra Marques-Pinto ◽  
Ana Margarida Veiga-Simão
Keyword(s):  
Systematic Review ◽  
Emotional Competence ◽  
Meta Analysis ◽  
Empirical Studies ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Medium Effect ◽  
Social And Emotional ◽  
The Impact

Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the efficacy of school-based SEL interventions involving 3,004 in-service preK-12 teachers. The initial systematic review showed that these interventions were very heterogeneous and the research on their efficacy assessed widely distinct outcome variables. Concerning the meta-analysis, results showed statistically significant small to medium effect sizes favoring the experimental group, with SEL interventions impacting teachers' social and emotional competence [g = 0.59, 95% CI (0.29, 0.90)], well-being [g = 0.35, 95% CI (0.16, 0.54)], and psychological distress [g = −0.34, 95% CI (−0.57, −0.10)]. Meta-regressions did not reveal significant values of the explanatory variables, and publication bias was found for social and emotional competence and well-being domains. Findings add to growing empirical evidence regarding the impact of these interventions and contribute to the development of guidelines for the design of effective SEL interventions for teachers.

scholarly journals Social and Emotional Learning in the Ibero-American Context: A Systematic Review

2021 ◽  
Vol 12 ◽  
Author(s):  
Francisco-Domingo Fernández-Martín ◽  
José-María Romero-Rodríguez ◽  
José-Antonio Marín-Marín ◽  
Gerardo Gómez-García
Keyword(s):  
Systematic Review ◽  
School Safety ◽  
Empirical Studies ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Self Control ◽  
Fundamental Aspect ◽  
Self Awareness ◽  
Social And Emotional

Social and emotional learning (SEL) has acquired great prominence in recent years, due to the skills it develops in students, influencing personal and social well-being. At the same time, society is moving toward a model in which understanding oneself and others is a fundamental aspect in order to function properly on a social level. Studies on SEL programmes have been carried out in various parts of the world, although recent reviews have focused exclusively on the Anglo-Saxon context. Therefore, the aim of this paper was to synthesize research on the efficacy and effectiveness of SEL programmes in Ibero-American contexts in early childhood, primary and secondary education. Systematic review was used as the method of enquiry, following the standards of The Campbell Collaboration. In total, 22 empirical studies of SEL programmes implemented in Ibero-America were collected. The results showed that the SEL variables with the highest incidence and significant results were self-awareness, social awareness, self-control, relationship skills, decision-making, school climate, well-being, and academic achievement. While no studies focused on sense of belonging or school safety. Finally, the establishment of programme components, duration, and integration, for each variable, scientifically evidences the keys that can ensure the success of future SEL programmes.

Preservice Teachers in Distance Learning

2021 ◽  
Vol 11 (3) ◽  
pp. 49-61
Author(s):  
Jessica C. Decker ◽  
Valerie Beltran
Keyword(s):  
Preservice Teachers ◽  
Distance Learning ◽  
Teacher Candidates ◽  
Online Survey ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
Online Instructors ◽  
Social And Emotional ◽  
The Impact

This qualitative study explored the impact of the unexpected shift to online instruction due to the COVID-19 pandemic. Preservice teacher candidates' perceptions of how this transition affected their social and emotional well-being were studied. This study also gathered candidates' recommendations for supporting their social and emotional learning in a distance learning environment. Data were collected via an online survey. The data showed that candidates felt the impact in all five social and emotional learning components. Candidates' responses also provided suggestions for future distance learning courses. These findings equip online instructors with the knowledge and practices to support their students' social and emotional learning, particularly during times of increased stress and uncertainty.

The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

2011 ◽  
Vol 82 (1) ◽  
pp. 405-432 ◽  
Author(s):  
Joseph A. Durlak ◽  
Roger P. Weissberg ◽  
Allison B. Dymnicki ◽  
Rebecca D. Taylor ◽  
Kriston B. Schellinger
Keyword(s):  
Meta Analysis ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
School Based ◽  
The Impact

scholarly journals Who benefits most? Predicting the effectiveness of a social and emotional learning intervention according to children’s emotional and behavioural difficulties

2020 ◽  
Vol 41 (3) ◽  
pp. 197-217
Author(s):  
Annemaree Carroll ◽  
Stephen Houghton ◽  
Kylee Forrest ◽  
Molly McCarthy ◽  
Emma Sanders-O’Connor
Keyword(s):  
Emotional Competence ◽  
Low Cost ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Practical Method ◽  
Emotional Learning ◽  
School Students ◽  
Social And Emotional ◽  
Behavioural Difficulties ◽  
Emotional And Behavioural Difficulties

School-based social and emotional learning (SEL) programmes represent a practical method of improving social and emotional well-being in students. To date, however, what is less well understood is why a theoretically sound, appropriately administered, engaging universal SEL programme may be more effective for some children over others. In the present study, an established SEL programme, KooLKIDS Whole of Class, was delivered to 524, 8 to 12-year-old Australian primary school students. Classroom teachers completed pre- and post-measures regarding children’s social-emotional competence and emotional and behavioural difficulties. Hierarchical linear modelling was used to examine which characteristics predicted differential improvement from the programme. Findings revealed that the pre-programme total score on emotional and behavioural difficulties was the strongest predictor of improvements in SEL, independent of age, sex or socioeconomic status. This implies that while universal SEL programmes represent an effective and relatively low-cost method of improving social competence for all children, they may be particularly effective for improving social and emotional competence in those with greater emotional and behavioural difficulties.

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