2017-07-21 The purpose of this dissertation was to examine how teacher education programs may or may not be instructing preservice teachers to learn about and teach for social emotional learning and development for students. I conducted a mixed methods study in which I interviewed program faculty and administrators, analyzed program documents such as syllabi and assignments, and interviewed and surveyed students regarding the ways in which social emotional learning (SEL) constructs were present in the coursework or fieldwork opportunities throughout one program. I also examined student networks in the program to see whether students were forming peer learning groups around SEL related topics, such as classroom management, student behaviors, or child development. I found that SEL was not introduced with any formalized framework or theory, yet elements of SEL were embedded into the program in various contexts. Students emerged with higher levels of SEL knowledge by their second year, but appeared to have less confidence than first years in terms of implementation in the classroom.
The present study, which takes place in a high-poverty section of a large urban area of the northeastern United States, is based upon the prosocial classroom theoretical model that emphasizes the significance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and social and emotional learning (SEL) program effectiveness. These factors, as well as teachers' classroom management and instructional skills contribute to creating a classroom climate that is conducive to learning and that promotes positive developmental behavioral and academic outcomes among students. Cultivating Awareness and Resilience in Education (CARE) is a mindfulness-based professional development program designed to reduce stress, promote SEC and improve teachers' performance and classroom learning environments. From 8 elementary schools the authors recruited and consented 55 teachers (90.2% female, mean age = 39.41). They had relatively low attrition (7.2%) which was largely balanced across treatment and control conditions, resulting in a diverse sample of 51 teachers (53% white). All were regular lead teachers working in a self-contained classroom setting. The results reported here are from an IES-funded 4-year efficacy and replication study of CARE. The data are from the teacher self-report collected from the first year cohort of the cluster randomized controlled trial. After the teachers completed self-reports they were randomly assigned within schools to receive the CARE intervention or to a wait-list control group. After the treatment group received the CARE program, the same self-report battery was administered to both groups. A figure is appended.
Welcome to PsychED, the educational psychiatry podcast for medical learners, by medical learners.This episode covers the approach to treating Major Depressive Disorder, as described by the CANMAT (Canadian Network for Mood and Anxiety Treatments) Guidelines. We discuss with Dr. Sid Kennedy, the founding chair of CANMAT, the past president of International Society for Affective Disorders, as well as a staff psychiatrist and scientist at Toronto Western and St. Michael’s Hospitals in Toronto.
Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the third in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report provides educators with teacher and classroom strategies to promote social and emotional learning. Resources on teacher and classroom strategies to promote social and emotional learning are appended. [For part 1, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245," see ED572721. For part 2, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246," see ED572722. For part 4, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248," see ED572724.].
Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the third in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning among different student populations and settings (part 4). This report provides educators with teacher and classroom strategies to promote social and emotional learning. Resources on teacher and classroom strategies to promote social and emotional learning are appended. [For part 1, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Characteristics of Effective Social and Emotional Learning Programs (Part 1 of 4). REL 2017-245," see ED572721. For part 2, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Implementation Strategies and State and District Support Policies (Part 2 of 4). REL 2017-246," see ED572722. For part 4, "A Review of the Literature on Social and Emotional Learning for Students Ages 3-8: Outcomes for Different Student Populations and Settings (Part 4 of 4). REL 2017-248," see ED572724.].
Parents' and educators' concern for children's mental health and emotional competency has grown over the past few years as violent incidents are placed in the spotlight. Adequate social and emotional skills enable students to succeed academically, develop positive relationships, and be prepared for the workplace following graduation. Schools can help students develop these skills through the use of social-emotional learning programs. Social-emotional learning programs explicitly teach students skills such as emotional awareness and conflict resolution. Though several studies have supported the efficacy of social-emotional learning programs, few have examined school-based professionals' use and perceptions of SEL programs. The present study examined school psychologists' perceptions of SEL programs in schools and the role practicing school psychologists play in SEL programs. Participants were also asked about what barriers they experienced or would anticipate in implementing social-emotional learning programs. Thirteen school psychologists were interviewed in a focus group format to gain insight into their perspectives and use of social-emotional learning programs. The results provide a better understanding of school psychologists' stance on using social-emotional learning programs and what barriers they have experienced in the implementation of these programs. The school psychologists discussed how social-emotional learning is an important component of students' education, that there should be a push to integrate social-emotional learning in schools, and that several barriers exist to implementing a social-emotional learning program. The most frequently mentioned and discussed barriers were time, teacher comfort, and buy-in. Suggestions are made for future research and how school psychologists can advocate for social-emotional learning programs.
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Parents and schools working together to build students' social, emotional, and academic skills can accomplish far more than either group working alone. Both schools and parents can contribute in unique ways to make the partnership fruitful. Handouts included with this packet offer small things that all parents can consider doing. When done on a regular basis with children, these actions can make a significant difference in children's well-being and social and emotional learning (SEL). Handouts include: "10 Things You Can Do at Home," "10 Things You Can Do with Your School," "Tips for Parents," and "'Books for Parents." Parents' views on SEL programs being used at their children's schools based on a series of interviews with parents, and suggested resources are also included.
Parents and schools working together to build students' social, emotional, and academic skills can accomplish far more than either group working alone. Both schools and parents can contribute in unique ways to make the partnership fruitful. Handouts included with this packet offer small things that all parents can consider doing. When done on a regular basis with children, these actions can make a significant difference in children's well-being and social and emotional learning (SEL). Handouts include: "10 Things You Can Do at Home," "10 Things You Can Do with Your School," "Tips for Parents," and "'Books for Parents." Parents' views on SEL programs being used at their children's schools based on a series of interviews with parents, and suggested resources are also included.
The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that meet the standards of evidence and might be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs. A companion volume (available on the website) catalogues these interventions in more detail and outlines the research that has examined them.
The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that meet the standards of evidence and might be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs. A companion volume (available on the website) catalogues these interventions in more detail and outlines the research that has examined them.
Kentucky's Jefferson County Public Schools are using an initiative for social and emotional education to help students become better learners while developing the skills necessary to become self-aware, caring, and connected to others.
The focus of this paper is to examine the development and implementation of social and emotional learning (SEL) programs within a school setting. Suggestions for developing and implementing a program are given, along with a case study of a school that is in the process of introducing a program of SEL in the senior years. The ultimate goal is that all interactions and experiences at the school display an awareness of the social and emotional competencies. [Author abstract, ed]
The inclusion of social and emotional learning (SEL) in schools is becoming a pertinent topic in the field of education. Teachers and administrators are recognizing a need to support students' social and emotional growth alongside their academics. Young adolescents in grades 6 -- 8 are in a developmental stage during which the acquisition of interpersonal and intrapersonal skills could be particularly beneficial and supportive to their ability to lead healthy lives. In this project-based thesis, the author based her research on the question; how are North Carolina (NC) public schools supporting the social and emotional development of their middle school students? This question was formulated in order to support the project of this thesis, the creation of a development plan for a public charter middle school in NC that focuses on social and emotional learning. The research method utilized in this study was grounded theory as developed by Barney Glaser and Anselm Strauss (1967). Data was collected through a survey sent to public middle schools across NC and through interviews conducted with school administrators. Constant comparative analysis was the process through which all of the data was analyzed. Results of this research found that 80% of the surveyed schools implement SEL programming and the majority of those schools believe SEL to positively affect many facets of their school including academic success of the students, physical and emotional safety, and the relationship between the students and teachers. Strategies the participating schools used to implement SEL programming were also discovered in this study. These consist of having distinct lessons on SEL topics and skills, integrating parts of SEL throughout the entire school, use of mentoring, inclusion of aspects of SEL in student discipline, having programming meet the unique needs of the school, and evaluating the students' progression in SEL. Results of this study also indicated several design elements of SEL programming, which include having SEL be a united effort of all faculty and administration, providing teachers with support, sharing responsibility for the programming with the students, and allocating sufficient time to SEL programming. The findings of this study have been used by the author to inform the creation of the school development plan included in this thesis. By adding to the discussion of how to provide SEL to middle school students in NC, this study can be a resource to any educator in the process of developing SEL programming for their students.
"How social and emotional learning makes a difference in reducing negative behaviors and improving academic achievement."--Container.
What is social-emotional learning? How can schools help teachers to weave the concepts into everyday classroom instruction? How can educators know whether their social-emotional learning strategies are working? Education Week staff writer Evie Blad explains some of the core ideas behind an SEL approach that focuses on essential nonacademic skills such as responsible decisionmaking and relating well to others.
The Washoe County school district in Reno, Nev., has been way ahead of most other districts in its approach to social-emotional learning, especially in measuring students' SEL skills, which are part of the district’s accountability system. Education Week, which first reported on Washoe’s SEL work in 2016, checked back in with the district this school year to learn how its work on social-emotional learning has been progressing. We visited high school classes that are pointedly about developing SEL skills such as coping with stress and the power of thought. Stephan Molder, an SEL teacher in Reno's Hug High School, says successful social-emotional learning starts with the adults in schools. He boils it down to this: "...It's all about building relationships with students. I never wreck the relationship, no matter what. I always try to save the relationship first.”
The purpose of this investigation was to assess teachers on their knowledge and use of the social emotional learning standards, as well as their opinions as to whether the teaching of these standards is necessary in the education of their students. The population of possible participants included 440 professionally licensed teachers, primarily in southern Cook County, Illinois. The teachers polled were licensed in either general education, special education, or dually licensed in both disciplines. The data was collected by means of an electronically disbursed, anonymous survey. The responses, while noteworthy, were very poor in terms of the return rate. The overall results were that special educators were more knowledgeable, planned for and used the standards at greater percentages than did their general education counterparts. However, results on teacher perceptions as to the need for teaching these standards were more closely aligned. Future investigations into disparity might involve educator training.
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide. Through this partnership, PACE coordinates and executes research with partners from all of California's top universities, including Stanford University, the University of Southern California, and the University of California, Davis, in addition to engaging researchers from universities and research organizations nationwide. This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts--districts serving nearly one million students who have embraced systematic measurement of SEL and CC--this study shows that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. This report also shows how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups. A figure and tables are appended. [For the accompanying policy brief, "Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement. Policy Brief 17-1," see ED574846.].
The research featured in this paper is part of the CORE-PACE Research Partnership, through which Policy Analysis for California Education (PACE) has partnered with the CORE districts to conduct research designed to support them in continuous improvement while simultaneously helping to improve policy and practice in California and nationwide. Through this partnership, PACE coordinates and executes research with partners from all of California's top universities, including Stanford University, the University of Southern California, and the University of California, Davis, in addition to engaging researchers from universities and research organizations nationwide. This report and accompanying policy brief show that there is good reason to pursue the measurement of social-emotional learning (SEL) and school culture/climate (CC) as a way to better understand student and school performance. Using data from California's CORE districts--districts serving nearly one million students who have embraced systematic measurement of SEL and CC--this study shows that SEL and CC measures demonstrate reliability and validity, distinguish between schools, are related to other academic and non-academic measures, and also illuminate dimensions of student achievement that go beyond traditional indicators. This report also shows how the SEL and CC measures can be used to identify areas of improvement within schools, such as identifying subgroup gaps or differences in reports between various respondent groups. A figure and tables are appended. [For the accompanying policy brief, "Using Surveys of Students' Social-Emotional Learning and School Climate for Accountability and Continuous Improvement. Policy Brief 17-1," see ED574846.].
The Issue: Students need more than just academic knowledge to succeed in college, careers, and personal and public life. They need to understand their own skills and abilities, manage their emotions and behavior, communicate effectively, negotiate conflict, care about others, and make responsible decisions. Social and emotional skills undergird student success--and build better citizens. When such skills are intentionally taught, practiced, and reinforced in schools, students have better behavioral, social, and academic outcomes. Social and emotional learning (SEL) is increasingly accepted by educators and researchers as a process to cultivate life skills that foster personal development, academic achievement, and a more empathic school climate. SEL has been integrated into classes and taught in many schools, but the challenge for educators and policy makers is to better understand the most effective strategies for districtwide implementation. The
The Issue: Students need more than just academic knowledge to succeed in college, careers, and personal and public life. They need to understand their own skills and abilities, manage their emotions and behavior, communicate effectively, negotiate conflict, care about others, and make responsible decisions. Social and emotional skills undergird student success--and build better citizens. When such skills are intentionally taught, practiced, and reinforced in schools, students have better behavioral, social, and academic outcomes. Social and emotional learning (SEL) is increasingly accepted by educators and researchers as a process to cultivate life skills that foster personal development, academic achievement, and a more empathic school climate. SEL has been integrated into classes and taught in many schools, but the challenge for educators and policy makers is to better understand the most effective strategies for districtwide implementation. The
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