Social and Emotional Learning in Schools
A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".
Deadline for manuscript submissions: 30 September 2025 | Viewed by 556
Special Issue Editors
Interests: social and emotional learning; positive psychology; teacher training; phenomenon based learning; prosocial classroom
Interests: teacher training; inclusive education; social and emotional learning; teacher well-being
Interests: social emotional learning; health promotion in schools; student engagement in teacher education; professional development of teachers; academic didactics
Special Issue Information
Dear Colleagues,
Teaching social and emotional skills in schools promotes well-being, inclusion, academic achievement, and motivation, while addressing bullying and preventing mental health issues. Social and emotional learning (SEL) programs positively impact socioemotional skills, attitudes, pro-social behavior, behavioral problems, and school performance. Despite variability in SEL content and implementation, recent findings have highlighted the fact that social and emotional competence can be developed in school environments to improve learning and health outcomes. Therefore, against this background, the aim of this Special Issue is to compile recent research on social and emotional learning (SEL), pedagogy, and educational psychology, with a focus on innovative teaching and learning practices across different countries. Moreover, the aim is to present scientific perspectives from various stakeholders, including curriculum developers, practitioners, and researchers, to conceptualize, assess, and develop creative pedagogical concepts beneficial for 21st-century educational contexts. Topics of interest include the integration of SEL into curricula and its impact on student outcomes; strategies for fostering social and emotional competence, empathy, and resilience; the role of SEL in promoting inclusive and equitable education; the assessment and evaluation of SEL programs; and the perspectives of teachers and students on SEL implementation and its challenges. This Issue will also explore how SEL can improve overall well-being and life satisfaction in educational settings.
Abstract Deadline: 31 January 2025
Notification of Abstract Acceptance: 15 February 2025
Dr. Markus Talvio
Prof. Dr. Marco Ferreira
Prof. Dr. Marlies Matischek-Jauk
Guest Editors
Manuscript Submission Information
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Keywords
- social and emotional competence
- social and emotional leadership
- school development
- instruction of social and emotional learning
- positive psychology
- teacher training
- well-being
- educational psychology
- pro-social classroom
- 21st century skills
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