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.

SOCIAL EMOTIONAL LEARNING FOR PROMOTING INCLUSIVE EDUCATION

2018 ◽  
Vol 6 (26) ◽  
Author(s):  
Pooja .
Keyword(s):  
Inclusive Education ◽  
Spiritual Development ◽  
Social Emotional Learning ◽  
Academic Skills ◽  
Positive Outcome ◽  
Emotional Learning ◽  
Social Emotional ◽  
The World ◽  
Relational Outcomes ◽  
Conducive Environment

Social emotional learning (SEL) is quickly becoming a cornerstone in the world of education in present scenario and inclusion of those with special needs is becoming more important. Inclusive education provides new opportunities and challenges for creating effective and conducive learning environment. In order to facilitate the success of inclusion as an approach, it is necessary that students and their teachers develop the skills to understand eachother, communicate effectively and work togetherin more conducive environment. Social emotional learning in defined to involve programs and strategies by which individuals learn to understand intrapersonal and interpersonal feelings, communicate and resolve conflicts efficiently and effectively;respect each other and develop healthy mutual relationship.SEL skills play a crucial role for children who are differently abledor to those who are not, for their social,emotional, cognitive, physical and spiritual development. SEL has the potential to enhance children academic, social, and relational outcomes. Moreover, teachers have also demonstrated positive outcome that use approaches and strategies related to social emotional learning (SEL). The present paper is an attempt to value the significance of SEL programs in inclusive classrooms/environment so that students as well as teachers understand and express their emotions in a healthy way, promotes empathy and acceptance for others. Besides developing SELskills, inclusive education also help to enrich academic skills and Improves Academic Outcomes Keywords: Social emotional learning and Inclusive education.

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.

Supporting Syrian Refugee Children’s Academic and Social-Emotional Learning in National Education Systems: A Cluster Randomized Controlled Trial of Nonformal Remedial Support and Mindfulness Programs in Lebanon

2021 ◽  
pp. 000283122110629
Author(s):  
Carly Tubbs Dolan ◽  
Ha Yeon Kim ◽  
Lindsay Brown ◽  
Kalina Gjicali ◽  
Serena Borsani ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Public Schools ◽  
Classroom Climate ◽  
Controlled Trial ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Children's Perceptions ◽  
Randomized Controlled ◽  
Syrian Refugee

Experimental evidence on strategies to support refugee children's integration into host-country public schools is needed. We employ a three-arm, site-randomized controlled trial to test the impact of short-term access to two versions of nonformal remedial programming infused with social-emotional learning (SEL) among Syrian refugee children in Lebanese public schools. Remedial programming with classroom climate-targeted SEL practices improved children's perceptions of public schools (effect sizes [ES] = 0.48–0.66) only. The remedial program with both classroom climate-targeted SEL and skill-targeted activities had positive impacts on children's perceptions of public schools (ES = 0.43–0.50) and on certain basic academic skills (ES = 0.08–0.14), and marginally significant positive and negative impacts on some SEL outcomes (ES = 0.16–0.31). We found no impacts of either version on children's global literacy or numeracy competence.

Mixed Reality Simulations

2020 ◽  
pp. 1-15
Author(s):  
Kristin M. Murphy ◽  
Amy L. Cook
Keyword(s):  
Public Schools ◽  
Professional Learning ◽  
Emotional Development ◽  
Mixed Reality ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Digital Tool ◽  
Social And Emotional

Implementing a curriculum that supports students' social-emotional development alongside academics is essential. Social-emotional learning (SEL) promotes positive outcomes across social and emotional skills, attitudes towards self and others, positive social behavior, conduct problems, emotional distress, and academic performance. In spite of what research tells us and what we as educators know intuitively through our practice, social and emotional development has long been known to many as a missing link in U.S. public schools. Teachers' concerns include whether they have the time, resources, and access to professional learning necessary to implement high quality SEL instruction, particularly in light of academic content instruction pressures. This chapter discusses the application of mixed reality simulations as a next generation digital tool that offers active learning opportunities in social-emotional learning in conjunction with dialogic reading sessions to foster social-emotional competencies and literacy.

Camp Counselor as a Role Model for Social-Emotional Learning Skills in Camp

2021 ◽  
Author(s):  
Megan Owens ◽  
Laurie Browne
Keyword(s):  
Role Model ◽  
Emotional Health ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Social Design ◽  
Social And Emotional ◽  
Positive Behaviors ◽  
The Social ◽  
Camp Counselor

Camp programs hire counselors to fulfill multiple responsibilities and to role model positive behaviors for campers. Social-emotional learning (SEL) is a skill set that develops over time and through engagement with an array of individuals and opportunities that support social and emotional health across the lifespan. The social design of an overnight summer camp may be an ideal setting for nurturing SEL through camper-counselor relationships. The purpose of this study was to explore how counselors understood and modeled SEL with their campers and to what extent the campers recognized and interpreted those behaviors. Evidence suggests that counselors intended to role model SEL; however, they were inconsistent in how they modeled SEL during interactions with campers. Counselors’ own SEL may need more explicit support and training to more effectively role model SEL for campers.

scholarly journals A Review of the Literature on the Relationship of Music Education to the Development of Socio-Emotional Learning

SAGE Open ◽  
2022 ◽  
Vol 12 (1) ◽  
pp. 215824402110685
Author(s):  
Judit Váradi
Keyword(s):  
Music Education ◽  
Social Emotional Learning ◽  
Holistic Approach ◽  
Well Being ◽  
Emotional Learning ◽  
Social Emotional ◽  
Emotional Skills ◽  
The World ◽  
The Impact ◽  
The Relationship

Social-emotional learning (SEL) is a topic of increasing focus in the education sector. SEL is the process by which children acquire the knowledge, skills, and attitudes to effectively recognize and manage emotions, to formulate positive goals, to feel empathy for others, to establish and maintain functioning social relationships. It develops to take responsible decisions, determine students’ successful academic performance, transformation into adulthood, useful work, a good quality of life, and well-being. By the end of the 20th century the educational role of music has come into the spotlight, and in addition to the impact of music on the development of general skills, its social and emotional effects are also the subject of research. This paper undertakes to explore the literature about the connections between music education and social-emotional skill development. For the collection and analysis of information, online sources of peer-reviewed scientific journals in addition to the university library were used. The study also examined the relationship between social-emotional learning and the world-wide well-known Kodály Concept and the effect of Kodály’s vision of music education as a forerunner of socio-emotional skills development. The relationship between social-emotional skills and music was explored by reviewing the international music-specific literature from music psychology, music education, music therapy, and music for health and wellbeing. In order to illuminate the problem and to develop a holistic approach, the 100 studies presented here summarize research findings made and presented in different countries around the world.

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.

scholarly journals Promoting Children’s Healthy Social-Emotional Growth: Dialogue Journal

2017 ◽  
Vol 6 (2) ◽  
pp. 246 ◽  
Author(s):  
Chiaki Konishi ◽  
Sol Park
Keyword(s):  
Social Emotional Learning ◽  
Emotional Learning ◽  
Social Emotional ◽  
Dialogue Journals ◽  
School Settings ◽  
Dialogue Journal ◽  
The World ◽  
Practical Guidelines ◽  
Over Time

Dialogue journals are a form of writing in which a student and a teacher carry on a conversation over time. This paper addresses the benefits of using dialogue journals for promoting a positive social-emotional learning (SEL) environment for children in school settings. Educators and researchers have increasingly acknowledged the importance of SEL in schools, and the recognition has been gradually spread around the world in recent years. Despite the increased recognition of the importance of SEL, teachers often appear to feel unacquainted with tactics for promoting children’s social-emotional growth. We provide our readers with a theoretical and practical rationale behind the benefits in the framework of SEL. We also provide practical guidelines for the implementation of the dialogue journals in schools. Further, successful examples of the use of dialogue journals which we have drawn upon during classes in different countries are presented in order to help teachers promote the positive SEL environment for students at school.

Teaching Communication Skills to Foster Social-Emotional Learning

2021 ◽  
pp. 73-92
Keyword(s):  
Young People ◽  
Student Success ◽  
Communication Skills ◽  
Real World ◽  
Social Emotional Learning ◽  
Emotional Learning ◽  
Workplace Communication ◽  
Social Emotional ◽  
Learning Skill ◽  
Academic Lives

Communication is an essential 21st century learning skill and is ranked high among a job candidate's “must have” skills and qualities. In the global workplace, communication is a key element in effective collaboration and teamwork. Employers are seeking candidates who are adept in various forms of communication and show signs of empathy to others by the manner they listen and respond. Communication skills are in alignment with social-emotional learning. Through effective communication, young people can build positive relationships with others to collaborate, and they learn to be self and socially aware through effective listening and mutual perspective taking. Educators must begin to think about the real-world challenges of communication skills and how to incorporate practical strategies that address these skills in their daily lessons to optimize student success in their daily and academic lives as well as their future lives in the workplace.

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