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1.
This paper considers the role played by universal, school-based social and emotional learning (SEL) programmes in addressing the mental health needs of children and young people. Theory and research in the field are discussed. Particular attention is paid to the social and emotional aspects of learning (SEAL) programme in England, a flagship National Strategy under the New Labour government whose outcomes were mixed. We examine the findings of the various evaluations of SEAL and consider what learning can be taken forward to inform future attempts to prevent emotional and behavioural problems in school settings. Recommendations include proper trialling of SEL initiatives before they are brought to scale, the use of research to inform and improve programme design, the need to temper expectations, and the importance of educating implementers about the importance of implementation quality.  相似文献   

2.
Social and emotional learning (SEL) has predominantly been conceptualised as a neurological process, which has precluded understanding of how social, cultural and material discourses inform the expression of emotional experiences. Gender remains a notable omission. This article explores the micro-practices through which gender structures the development of young people’s emotional subjectivities within the context of a school-based SEL intervention. Particular emphasis is placed on the gendering strategies utilised by educational professionals during the course of their emotional pedagogy. Three strategies are considered: the overt coercion of girls to demonstrate their learning; the permission of boys’ passivity, with their docile bodies being indicated as a signifier of participation; and the restricting of occasions for emotional expression in accordance with perceived gender norms. Efforts to inculcate students with a gendered emotional subjectivity mean that differential learning opportunities are on offer, raising concerns about the introduction of new forms of gendered educational inequalities.  相似文献   

3.
In recent years, the English education system has reflected a worldwide interest in social and emotional learning (SEL), as evidenced by the national launch of the secondary social and emotional aspects of learning (SEAL) programme in 2007. SEAL is a whole-school approach designed to positively influence a range of pupil outcomes, including increased social and emotional skills, better behaviour and reduced mental health difficulties. The aim of the current study was to examine the impact of SEAL on such outcomes. The study utilised a quantitative, quasi-experimental design with a sample of 22 schools (approximately 2360 pupils) implementing the SEAL programme, and 19 ‘matched comparison’ schools (approximately 1991 pupils), selected on the basis of similar school-level characteristics. A cohort of pupils in these schools completed annual self-rated assessments of their social and emotional skills (using the Emotional Literacy Assessment and Intervention instrument), mental health difficulties and pro-social behaviour (using the Strengths and Difficulties Questionnaire) over a two-year period. After controlling for a range of school- and pupil-level characteristics, analysis using multi-level modelling indicated marginal, non-significant effects of the SEAL programme on pupils’ social and emotional skills and mental health difficulties, and no significant effect on their pro-social behaviour. The study findings are discussed in relation to existing evidence about the effectiveness of the SEAL programme and the broader SEL evidence base.  相似文献   

4.
Limited research evidence pertains to the inter-related themes of personalised learning and curricular reform with young people who are disaffected with school or experience social, emotional and behavioural difficulties (SEBD). The Extended New Directions (END) project aimed to provide flexible and individualised education to help re-engage secondary school-aged young people. A mixed method research design evaluated the project. Quantitative data were gathered in respect of attendance, exclusion and achievement for the entire cohort of 30 young people. Self-report measures (focus group, semi-structured interviews and questionnaires) were used with randomly selected young people, parents and all stakeholders (n = 52). Analysis suggested that END was generally achieving its aims, and implications for future research, policy and practice are discussed.  相似文献   

5.
The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher-led SEL program was examined with 854 children aged 8–12 years. KooLKIDS uses an interactive multimedia format and animated character to help children develop their emotion regulation capacities, social and friendship skills, empathy and compassion for others, and self-esteem. A quasi-experimental waitlist-control design was used to examine the impact of KooLKIDS on social and emotional competence, behavioral and emotional problems, academic achievement and effort. Hierarchical linear modeling demonstrated significant increases in social and emotional competence, and reductions in internalizing and externalizing problems in children post KooLKIDS program in the intervention group. The findings suggest that KooLKIDS has strong potential as a teacher-led, classroom-based, structured program for enhancing children's social and emotional learning.  相似文献   

6.
The link between good attendance in school and academic performance has been acknowledged for some time now. However, improving school attendance for young people with social, emotional and behavioural difficulties (SEBD) or pupils at risk of exclusion can be a challenging task for educational leaders. This paper begins with a discussion of earlier studies on outdoor learning and school attendance. It adds to the discourse by presenting findings from a one-year outdoor learning programme situated within an English special school for young people with SEBD. The research reported here is part of a larger study that used an action research design. The paper concludes that although improvements in attendance can be achieved, the factors affecting attendance are complex and that improvements may be restricted to programmes that utilise an outdoor learning approach rather than being achievable across the whole school curriculum.  相似文献   

7.
This article focuses upon the relationship between social and emotional behavioural difficulties (SEBD) and learning. It argues that, while inclusion is desirable in principle, it can be highly problematic in practice. Further, it explores the contested nature of the concept of SEBD and the nature of support for pupils categorised as such. The article draws upon a case study which evaluates a group work approach devised by the author to support pupils experiencing SEBD within a mainstream secondary school, within a deprived area. The study (N = 69) established benchmark measures relating to pupil attendance, discipline sanctions, attainment and pupil attitudes and followed the progress of the pupils until one to two years after completion of the intervention. The findings indicate that the intervention did not reduce the differential in performance in National Tests between the Support Group pupils and comparator groups but it did impact positively upon dispositions towards learning.  相似文献   

8.
Abstract

Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic approach to implementing SEL school-wide is introduced. It is argued that school-wide SEL maximises the benefits of SEL programming by becoming the organising framework for fostering students’ potential as scholars, community members, and citizens. Further, a Theory of Action (ToA) developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) is presented that serves as a blueprint for implementing systemic SEL in schools. Potential challenges and barriers involved in moving toward school-wide SEL implementation are considered and discussed.  相似文献   

9.
There is general agreement about the benefits of school-based social and emotional learning (SEL) interventions in relation to children and young people’s social-emotional competence, mental health, and academic achievement. However, we know little about the theorized mechanisms through which SEL leads to improved academic outcomes. The current study is the first to present an integrative model (derived from the SEL logic model) using a 3-wave (annual assessment, T1, T2, T3) longitudinal sample of 1626 (51% boys, n = 832) 9–12-year-old students (M = 9.17, SD = .31 at baseline) attending 45 elementary schools in England, drawn from a major randomized trial of a universal SEL intervention (the Promoting Alternative Thinking Strategies curriculum; PATHS). Using structural equation modeling that accounted for within-time covariance, data clustering, gender and prior academic attainment, we examined the temporal relations between social-emotional competence (T1), school connectedness (T2), mental health difficulties (T2), and academic attainment (T3). It was hypothesized that social-emotional competence would directly and indirectly influence academic attainment through school connectedness and mental health difficulties. Our analyses also examined whether these hypothesized relations varied as a function of intervention exposure (PATHS versus usual provision). The theorized model was partially supported. Social-emotional competence at T1 exerted a significant influence on school connectedness and mental health difficulties at T2. However, the latter was the only significant predictor and mediator of academic attainment at T3 after controlling for gender and prior academic performance. Students with greater social-emotional competence at T1 were reported to experience fewer mental health difficulties at T2, and this in turn predicted higher academic attainment at T3. Intervention exposure did not markedly influence the magnitude or statistical significance of these identified pathways. Collectively, these findings indicate some possible revisions to our current understanding regarding the role of social-emotional competence in promoting academic attainment, as its contribution appears to lay primarily in buffering the adverse effects of mental health difficulties.  相似文献   

10.
Abstract

This paper discusses the fundamental importance of achieving quality implementation when assessing the impact of social and emotional learning interventions. Recent findings in implementation science are reviewed that include a definition of implementation, its relation to programme outcomes, current research on the factors that affect implementation, and a framework for understanding the steps, actions and challenges involved in achieving quality implementation. Examples from the social and emotional learning literature are used to illustrate different issues.  相似文献   

11.
This article provides a systematic review and meta-analysis of the current evidence for universal school-based (USB) social and emotional learning (SEL) interventions for students in kindergarten through 12th grade available from 2008 through 2020. The sample includes 424 studies from 53 countries, reflecting 252 discrete USB SEL interventions, involving 575,361 students. Results endorsed that, compared to control conditions, students who participate in USB SEL interventions experienced significantly improved skills, attitudes, behaviors, school climate and safety, peer relationships, school functioning, and academic achievement. Significant heterogeneity in USB SEL content, intervention features, context, and implementation quality moderated student experiences and outcomes. Strengths and limitations of this evidence and implications for future USB SEL research, policy, and practice are discussed.  相似文献   

12.
Research within physical education (PE) utilising the occupational socialisation framework indicates that the childhood phase of socialisation is the most powerful phase of socialisation. However, for most teachers working with pupils experiencing special educational needs (SEN), the childhood phase often lacks direct experience of SEN and thus ceases to exist as a socialising force. Consequently, the higher education and workplace phases form a ‘salvaged’ phase upon which to base pedagogical approaches (Pugach). In light of this dichotomy, the aims of this case study were to (1) examine how one PE head of department (HOD) in a specialist social and emotional behavioural difficulties (SEBD) school taught year 9 pupils games; (2) identify factors that led to such instruction and (3) consider the influence of the three phases of occupational socialisation on her pedagogical approaches. Data collection methods consisted of formal and informal interviews and lesson observations. The data were inductively analysed, and themes were drawn from this process. Using a systematic learning approach, lessons were game orientated based around pupil decision‐making and limited technical practice. Factors influencing this practice were her exploratory outdoor activity experiences and the nature of the pupils. In contrast to Pugach, this research indicates that the childhood phase of socialisation can provide an ‘apprenticeship of observation’ for those teaching PE to pupils experiencing SEBD. That such perceptions can be strongly held suggests that prior examination of the childhood biographies of those recruited to PE teacher training and/or PE teachers teaching pupils who experience SEBD appears warranted.  相似文献   

13.
We report on the development of an after-school and summer-based science, technology, engineering, and mathematics curriculum infused with the arts and social emotional learning content (STEAM SEL). Its design was motivated by theory and research that suggest that STEM education is well-suited for teaching empathy and other emotion-related skills. In this paper, we describe the activities associated with the development and design of the program and the curriculum. We provide expert-ratings of the STEAM and social emotional elements of the program and present instructor and participant feedback about the program’s content and its delivery. Our results revealed that infusing the arts and social emotional learning content into science education created a holistic STEM-related curriculum that holds potential for enhancing young children’s interest in and appreciation for science and its applications. The data also suggested that the program was well-developed and, generally well-executed. However, experts rated the STEAM elements of the program more positively than the SEL elements, especially with regard to sequencing of lessons and integration among the lessons and hands-on activities, indicating that program revisions are warranted.  相似文献   

14.
美国社会情绪学习标准体系及其应用   总被引：1，自引：0，他引：1  
基于科学研究和实践经验相结合的美国社会情绪学习项目有助于提高学生情商,改善学习和生活态度,降低问题行为,提高学习成绩。本文从社会情绪学习的发展历程、内容框架与标准体系、具体应用等几个方面来介绍美国社会情绪学习的基本模式,为促进我国教学改革、学生的情感教育以及良好公民的培养提供参考。  相似文献   

15.
This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice.  相似文献   

16.
This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem‐solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person‐centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social–emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional–behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined.  相似文献   

17.
The levels of drug use amongst school‐aged young people have risen over the past decade. Prevention initiatives have been developed using empirical evidence obtained from school‐based surveys. The empirical evidence base of drug use amongst young people with social, emotional and behavioural difficulties (SEBD) attending special education provision is very limited. The implications of this knowledge gap for addressing drug use amongst these young people are explored in this paper. Proposals for the way forward are suggested, for developing a framework for targeted evidence‐based interventions for young people attending emotional and behavioural difficulty units.  相似文献   

18.
The arts therapies are becoming more commonplace as psychotherapeutic interventions for young people with social, emotional and behavioural difficulties (SEBD) and associated mental health conditions in educational settings and are now used in many educational provisions. The justification for their use would seem to be largely based on the subjective experience of education managers and anecdotal evidence as empirical evidence for their effectiveness with this client group is scarce. This research article is an attempt to fill that gap. A sample of 52 young people receiving an arts therapy and a control sample of 29 young people on a waiting list for an arts therapy were assessed over a year-long period in two SEBD schools in London using staff-rated Goodman’s Strengths and Difficulties Questionnaires (SDQ) and a self-rated scoring system. SDQ results showed a significant difference in improvement of levels of SEBD compared to the control group across all measures with emotional and conduct difficulties showing a large effect. Three out of four self-rated score categories also showed significant difference in improvement compared to the control group. The quantitative data were supplemented with qualitative data obtained via interviews with six young people who had received an arts therapy. The data were analysed using Interpretative Phenomenological Analysis (IPA). Themes emerging from this data suggested that young people felt that the arts brought various benefits to their therapy that augmented the verbal side and helped them to engage in therapy.  相似文献   

19.
ABSTRACT

To help a group of nine adolescent boys with behavioural needs improve their social-emotional skills, the researcher designed and conducted a longitudinal intervention at a public secondary school in British Columbia. In order to complete this task, the researcher drew on the various strengths of action research, lesson study and learning study. Together their distinct attributes acted as an organizational framework and were seen to provide an effective and robust approach to school-based research. The action research component of the study ensured that the intervention had a deep understanding of the problems facing male students with behavioural needs, that stakeholders’ voices were considered in the research and that the personal role of the researcher was acknowledged. Learning study established positive masculinity as the intervention’s primary object of learning; and it helped influence the content and approach of individual sessions. Finally, lesson study’s fluid and collaborative approach to assessment allowed for ongoing guidance and a more comprehensive and nuanced understanding of the study’s results. Although there are similarities between action research, learning and lesson studies, the research discussed in this article demonstrates the efficacy and benefit in allowing their distinctive strengths to be used in conjunction for a longitudinal intervention.  相似文献   

20.
There is little doubt of the educational and social merits of developing children and young people's social and emotional capabilities. But there lacks consensus on what these capabilities are; what should be assessed or shown to have developed over time; and the most appropriate methods for doing this. Through the conceptual framework of ‘social and emotional dispositions and skills’ (SEDS), and based on research in Wales, we present the argument for an alternative assessment methodology designed to challenge dominant discourses in the field and present a ‘minoritarian’ perspective of children and young people's social and emotional learning. The intention of this paper is to present a rationale for the co‐construction of an understanding of the concept of SEDS and engage in critical debate with researchers and practitioners from a wide range of services for children and young people.  相似文献   

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