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.

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.

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.

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.

scholarly journals Social and emotional education with Australian Year 7 and 8 middle school students: A pilot study

2016 ◽  
Vol 76 (3) ◽  
pp. 362-372 ◽  
Author(s):  
Richard Midford ◽  
Helen Cahill ◽  
Gretchen Geng ◽  
Bernard Leckning ◽  
Gary Robinson ◽  
...  
Keyword(s):  
Middle School ◽  
Psychological Distress ◽  
Pilot Study ◽  
Middle School Students ◽  
Focus Groups ◽  
School Students ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
Emotional Education

Objective: This pilot study sought to better understand what can be achieved by an evidence-based classroom social and emotional education programme. Design and Methods: A 10-lesson, classroom-based programme that taught about emotional literacy, personal strengths, coping and problem-solving strategies, stress management, emotional regulation and support seeking was provided to 56 students in Years 7 (13 years) and 8 (14 years) in an Australian middle school. Teachers were trained to deliver the programme, with participatory modelling of each activity. Before and after delivery of the programme, students were surveyed for their social and emotional wellbeing using the Kessler 10 (K10) instrument for non-specific psychological distress; the ‘Internal Assets’, ‘School Resources’ and ‘Cooperation and Communication’ questions from the Resilience and Youth Development Module (RYDM) of the California Healthy Kids Survey (CHKS); and questions developed for this study on class connectedness and social and emotional skills. Subsequent to programme completion, focus groups were conducted with teachers and participating students to gauge programme fidelity, utility and engagement. Results: There was an improvement in psychological distress that approached significance ( t = 2, df = 42, p = .053), although the symptomatic score remained in the range indicative of medium-level distress. Cooperation and communication improved significantly ( t = −2.34, df = 42, p = .024) as did class connectedness ( t = −2.46, df = 43, p = .018). There was no change in individual resilience factors, school protective factors, or social and emotional skills. The focus groups were generally positive about the programme, but indicated fidelity was compromised, mainly because the lesson periods were too short. Conclusion: While this small-scale pilot study has a number of limitations, it does indicate the need to improve the psychological wellbeing of middle school students. The findings also provide evidence that brief social and emotional education programmes can have some positive effects.

A Meta-Analytic Review of Preschool Social and Emotional Learning Interventions

2020 ◽  
Vol 90 (2) ◽  
pp. 227-263 ◽  
Author(s):  
Dana Murano ◽  
Jeremy E. Sawyer ◽  
Anastasiya A. Lipnevich
Keyword(s):  
Best Practices ◽  
Problem Behaviors ◽  
Random Effects ◽  
Meta Analysis ◽  
Social And Emotional Learning ◽  
Random Effects Model ◽  
Medium Effects ◽  
Emotional Skills ◽  
Social And Emotional ◽  
Social And Emotional Skills

This meta-analysis summarized the effects of universal and targeted social and emotional learning (SEL) interventions in 48 studies on the development of social and emotional skills and the reduction of problem behaviors in 15,498 preschool students. For universal SEL interventions delivered to all students, a random-effects model with 33 primary studies showed small to medium effects for the overall development of social and emotional skills (Hedges’s g = .34) and for the reduction of problem behaviors (g = .32), with an overall grand mean of g = .35. For targeted interventions, delivered to at-risk students identified as being in need of additional supports, a random-effects model with 15 primary studies showed medium effects for the overall development of social and emotional skills (Hedges’s g = .44) and for the reduction of problem behaviors (g = .50), with an overall grand mean of g = .48. A meta-regression model showed that intervention program accounted for 83% of heterogeneity in the overall effect size for universal interventions. Overall, this meta-analysis demonstrated that preschool children benefit from SEL interventions in different contexts, particularly those who were identified as being in need of early intervention. Moreover, best practices for preschool SEL interventions may differ from best practices for K–12 students, given the developmental uniqueness of the preschool years.

Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students

2017 ◽  
pp. 183-200 ◽  
Author(s):  
June L. Preast ◽  
Nicky Bowman ◽  
Chad A. Rose
Keyword(s):  
Academic Outcomes ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Inclusive Classroom ◽  
Social Marginalization ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Classroom Communities ◽  
Disability Identification

A student's social and emotional skills are related to how well equipped they are to address and adapt to the academic, behavioral, and functional demands of the classroom. With the increased attention on academic outcomes, the opportunities to teach social and emotional learning (SEL) are limited. However, SEL approaches have demonstrated increases in functional, behavioral, and academic outcomes for school aged youth. This chapter is designed to identify the key components of SEL, provide guidance in implementation, and describe how SEL can help reduce the social marginalization among youth with disabilities and those at-risk for disability identification.

Creating Inclusive Classroom Communities Through Social and Emotional Learning to Reduce Social Marginalization Among Students

2020 ◽  
pp. 102-120
Author(s):  
June L. Preast ◽  
Nicky Bowman ◽  
Chad A. Rose
Keyword(s):  
Academic Outcomes ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Inclusive Classroom ◽  
Social Marginalization ◽  
Social And Emotional ◽  
Social And Emotional Skills ◽  
The Social ◽  
Classroom Communities ◽  
Disability Identification

A student's social and emotional skills are related to how well equipped they are to address and adapt to the academic, behavioral, and functional demands of the classroom. With the increased attention on academic outcomes, the opportunities to teach social and emotional learning (SEL) are limited. However, SEL approaches have demonstrated increases in functional, behavioral, and academic outcomes for school aged youth. This chapter is designed to identify the key components of SEL, provide guidance in implementation, and describe how SEL can help reduce the social marginalization among youth with disabilities and those at-risk for disability identification.

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