Research Articles
This systematic review and meta-analysis reviewed 40 empirical studies conducted between 2008 and 2020 and explored the effect of SEL programs on students’ academic achievement across first through twelfth grade.
In my 48 years working in public education, I have never seen conditions as challenging for students’ mental health as these. This issue is an acute concern for all the schools and districts I am privileged to collaborate with.
Sense of belonging refers to the extent to which students feel personally accepted, included, and supported at school, and includes school-based experiences, students’ relationships with teachers and peers, and students’ general feelings about school.
Strong, positive relationships between teachers and students in the classroom are fundamental to promoting student engagement, social-emotional development, and academic growth.
Understanding positive affects in adolescents should be a major area of concern because of their impact on individuals’ health and psychological wellbeing across their lifespan (Kok et al., 2013; Masten & Tellegen, 2012), adaptability (Collie, Holliman, & Martin, 2017), cognitive processes (Fredrickson, & Branigan, 2005) and academic outcomes (Putwain, Loderer, Gallard, & Beaumont, in press).
This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research.
Social-emotional learning (SEL) is taught in many schools, but it’s hard to understand exactly what it is and what it looks like in the classroom.
...an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale.
Teachers are the engine that drives social and emotional learning (SEL) programs and practices in schools and classrooms, and their own social-emotional competence and wellbeing strongly influence their students. How can we boost teachers’ social-emotional competence, and how can we help them create the kind of classroom environment that promotes students’ SEL?