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.

The Need for Social and Emotional Learning and Teacher Training During the COVID-19 Pandemic

2022 ◽  
pp. 18-32
Author(s):  
Emine Tunc ◽  
Nausheen Hossain ◽  
Ambereen Haq ◽  
Yetkin Yildirim
Keyword(s):  
Online Education ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Educational Institutions ◽  
Self Awareness ◽  
Social And Emotional ◽  
Educational Productivity ◽  
Relationship Skills ◽  
The Social ◽  
Rapid Spread

In the spring of 2020, the rapid spread of COVID-19 caused schools in the U.S. to shift to online education. With the drastic change to online learning, the transition caused many issues that negatively impacted students' and educators' social and emotional learning (SEL) that helped ensure educational productivity. Social and emotional learning includes five competency areas: self-awareness, relationship skills, social awareness, self-management, and responsible decision making. Virtual learning has shifted the attention of educational institutions away from these competency areas due to the limitations of digital classrooms and the prioritization of academic intelligence over emotional intelligence. The chapter provides recommendations to address the social and emotional learning of educators.

Initial Development and Validation of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form

2020 ◽  
pp. 073428292095324
Author(s):  
Christopher J. Anthony ◽  
Stephen N. Elliott ◽  
James C. DiPerna ◽  
Pui‐Wa Lei
Keyword(s):  
Social Skills ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Self Awareness ◽  
Initial Development ◽  
Social And Emotional ◽  
The Social ◽  
Social Skills Improvement System ◽  
Psychometric Evidence ◽  
Systems Of Support

Despite the need for assessments targeting social and emotional learning (SEL) skills within multitiered systems of support, there are few brief SEL measures available. To address this need, this article describes the development of the Social Skills Improvement System—Social and Emotional Learning Brief Scales-Teacher Form (SSIS SEL b-T), a significantly shorter version of the Social Skills Improvement System—Social and Emotional Learning Edition Rating Form-Teacher (SSIS SEL RF-T). Using the SSIS SEL standardization sample and item response theory, we identified efficient sets of items for each SSIS SEL RF-T scale and examined psychometric evidence for resulting scores. In general, SSIS SEL b-T scales functioned well and very similarly to scores from corresponding SSIS SEL RF-T scales. One exception was the Self-Awareness scale which, similar to its long-form counterpart, exhibited several content and psychometric limitations. Results provide initial psychometric evidence for a time-efficient teacher-informant measure of SEL competencies with promise for use within multitiered systems of support.

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.

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