Search for Articles:
Title / Keyword
Author / Affiliation / Email
Journal
Article Type
 
 
Advanced Search
 
Section
Special Issue
Volume
Issue
Number
Page
 
3.1
2.5
Journals
Behavioral Sciences
Special Issues
Social and Emotional Learning in Schools
share announcement

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: 31 March 2026 | Viewed by 4956

Special Issue Editors

Dr. Markus Talvio

E-Mail Website
Guest Editor
Faculty of Educational Sciences, University of Helsinki, 00170 Helsinki, Finland
Interests: social and emotional learning; positive psychology; teacher training; phenomenon based learning; prosocial classroom
Prof. Dr. Marco Ferreira

E-Mail Website
Guest Editor
ISEC Lisboa—Instituto Superior de Educação e Ciências e UIDEF—Unidade de Investigação e Desenvolvimento em Educação e Formação, 1750-142 Lisboa, Portugal
Interests: teacher training; inclusive education; social and emotional learning; teacher well-being
Prof. Dr. Marlies Matischek-Jauk

E-Mail Website
Guest Editor
Centre for Higher Education Didactics and Personnel Development, University College of Teacher Education Styria, 8010 Graz, Austria
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

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 250 words) can be sent to the Editorial Office for assessment.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

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

Benefits of Publishing in a Special Issue

  • Ease of navigation: Grouping papers by topic helps scholars navigate broad scope journals more efficiently.
  • Greater discoverability: Special Issues support the reach and impact of scientific research. Articles in Special Issues are more discoverable and cited more frequently.
  • Expansion of research network: Special Issues facilitate connections among authors, fostering scientific collaborations.
  • External promotion: Articles in Special Issues are often promoted through the journal's social media, increasing their visibility.
  • Reprint: MDPI Books provides the opportunity to republish successful Special Issues in book format, both online and in print.

Further information on MDPI's Special Issue policies can be found here.

Published Papers (5 papers)

Download All Papers
Order results
Result details
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:

Research

18 pages, 269 KB  
Article
Promoting Data Literacy: Using Social and Emotional Learning Assessment Data to Inform Teaching and Learning
by Zi Jia Ng, Britney Foster, Troya L. Ellis, Sophie P. Barnes, Jessica D. Hoffmann and Christina Cipriano
Behav. Sci. 2025, 15(12), 1728; https://doi.org/10.3390/bs15121728 - 13 Dec 2025
Viewed by 132
Abstract
Data literacy enables members of a school to evaluate the credibility of the information they encounter, meaningfully interpret the findings in context, and empower stakeholders to make data-based decisions that can promote student success. However, schools are often not equipped to readily interpret, [...] Read more.
Data literacy enables members of a school to evaluate the credibility of the information they encounter, meaningfully interpret the findings in context, and empower stakeholders to make data-based decisions that can promote student success. However, schools are often not equipped to readily interpret, critically appraise, and appropriately use data. This is particularly true for data from social and emotional learning assessments that measure non-academic skills and behaviors crucial to students’ well-being and success. This study illustrates the use of advise-and-design sessions, a sequence of focus groups that unpack, make sense of, and act on assessment data to inform and improve teaching and learning. A total of 37 educators and 11 adolescent students from 12 schools participated. Each was involved in 4–5 advise-and-design sessions during Spring 2024. The sessions were audio-recorded and then analyzed by thematic inductive coding. Key findings included data-driven introductory positioning, in-depth data review, and data-informed actions. An advise-and-design protocol is developed for use in schools. Implications for teaching and learning practices are also discussed. Full article
(This article belongs to the Special Issue Social and Emotional Learning in Schools)
28 pages, 346 KB  
Article
Exploring Elementary Students’ Social-Emotional Development Through Dialogic Pedagogy: Insights from Cinematic Narratives
by Fatma Aslantürk Altıntuğ and Ahmet Güneyli
Behav. Sci. 2025, 15(12), 1701; https://doi.org/10.3390/bs15121701 - 8 Dec 2025
Viewed by 122
Abstract
Scholars of social and emotional learning (SEL) emphasize conversation as a valuable pedagogical strategy; however, they often provide limited guidance on how such discussions can be effectively implemented in classroom practice. This study explores the potential of film-based dialogic pedagogy as a means [...] Read more.
Scholars of social and emotional learning (SEL) emphasize conversation as a valuable pedagogical strategy; however, they often provide limited guidance on how such discussions can be effectively implemented in classroom practice. This study explores the potential of film-based dialogic pedagogy as a means to foster students’ social and emotional learning by engaging them in reflective dialogues and collective meaning-making. The participants were primary school students from Northern Cyprus. Adopting a qualitative case study design, the research observed students’ emotional and behavioural responses during and after a film screening. Multiple data sources—focus group discussions, individual interviews, unstructured classroom observations, and written reflections—were analysed to gain a comprehensive understanding of students’ experiences. Findings illustrate how dialogic engagement through film stimulated emotional awareness and social sensitivity, particularly toward issues of bullying. The study indicates that film-based dialogic pedagogy can enrich students’ emotional and cognitive engagement with social issues, promote critical reflection on diverse perspectives, and cultivate a sense of community grounded in respect, empathy, and reciprocal participation. Full article
(This article belongs to the Special Issue Social and Emotional Learning in Schools)
16 pages, 1121 KB  
Article
Social-Emotional Learning (SEL) and Its Impact on Teacher Stress, Self-Efficacy, and Attitudes Towards Inclusion: Longitudinal Insights from the StaFF-BL Project
by Dennis Christian Hövel, Patrizia Röösli, Ankica Jurkic, Melanie Nideröst, Pierre-Carl Link and Fabio Sticca
Behav. Sci. 2025, 15(11), 1511; https://doi.org/10.3390/bs15111511 - 7 Nov 2025
Viewed by 1071
Abstract
Social-emotional and behavioural difficulties are among the most common developmental problems in childhood and adolescence and present substantial challenges for teachers and schools. Universal social and emotional learning (SEL) programmes combined with standardised diagnostic procedures have been proposed as a promising approach to [...] Read more.
Social-emotional and behavioural difficulties are among the most common developmental problems in childhood and adolescence and present substantial challenges for teachers and schools. Universal social and emotional learning (SEL) programmes combined with standardised diagnostic procedures have been proposed as a promising approach to addressing these issues. The present study evaluated the first implementation of a process-based diagnostic and support concept (StaFF) in everyday school practice in the Canton of Basel-Landschaft, Switzerland. Over the course of one school term, teachers (N = 173 at T1; N = 83 at T2) and pupils (N = 1072 at T1; N = 339 at T2) from kindergarten to the lower secondary level (approximately ages 4 to 16) were assessed using standardised questionnaires. Teacher outcomes included emotional exhaustion, occupational self-efficacy, subjective personal accomplishment, and attitudes towards inclusion. Pupil behaviour was assessed with the Strengths and Difficulties Questionnaire (SDQ). Data analyses comprised descriptive statistics, paired t-tests, and effect size estimates. The results indicated stable values for emotional exhaustion and attitudes towards inclusion, while occupational self-efficacy and perceived accomplishment significantly increased with medium to large effect sizes. At T1, more than one-third of pupils displayed at least one abnormal score; at T2, about one-third of these pupils no longer showed abnormal scores. The findings suggest that structured diagnostics combined with universal SEL measures can strengthen teachers’ professional agency and contribute to improvements in pupil outcomes while highlighting the need for long-term and multi-tiered implementation research. Full article
(This article belongs to the Special Issue Social and Emotional Learning in Schools)
►▼ Show Figures

Figure 1

32 pages, 334 KB  
Article
Integrating Social and Emotional Learning into Mathematics Education: A Multiple Case Study of JUMP Math’s Approach to Creating Socially and Emotionally Supportive Learning Environments
by Tonje M. Molyneux and Adele Diamond
Behav. Sci. 2025, 15(10), 1426; https://doi.org/10.3390/bs15101426 - 20 Oct 2025
Viewed by 1736
Abstract
Integrating social and emotional learning (SEL) into academic instruction may improve well-being and achievement. In mathematics—where anxiety and negative attitudes often hinder learning—SEL may be especially useful. This multiple case study examined how a math curriculum that explicitly embeds SEL principles shapes learning [...] Read more.
Integrating social and emotional learning (SEL) into academic instruction may improve well-being and achievement. In mathematics—where anxiety and negative attitudes often hinder learning—SEL may be especially useful. This multiple case study examined how a math curriculum that explicitly embeds SEL principles shapes learning environments and teacher/student experiences. Using a multiple case study design, we conducted classroom observations, teacher interviews, and check-ins in six Grade 5–7 classrooms implementing JUMP Math, a program that centers social–emotional well-being. Three themes characterized the SEL-integrated environment: (1) Teaching Energy—steady pacing, enthusiastic delivery, and humor; (2) Learning Harmony—progressing together, peer help, and the normalization of mistakes; and (3) Emotional Stability—supportive feedback, invitations to participate, and respectful, responsive interactions. Teachers reported greater confidence and reduced math anxiety; students showed higher engagement, cooperation, and resilience in problem-solving. Findings indicate that math curricula intentionally designed with SEL can create emotionally supportive classrooms that benefit both teachers and students, while advancing academic goals. The findings contribute to understanding how academic instruction can be leveraged to develop social and emotional competence while maintaining focus on academic achievement. Full article
(This article belongs to the Special Issue Social and Emotional Learning in Schools)
15 pages, 270 KB  
Article
The Narrow Corridor of Heartfelt Leadership: Social and Emotional Leadership Practices in Bureaucratic School Cultures
by Sevgi Yıldız
Behav. Sci. 2025, 15(10), 1316; https://doi.org/10.3390/bs15101316 - 26 Sep 2025
Viewed by 669
Abstract
This qualitative study examines how school administrators enact “heartfelt leadership”—a socially and emotionally attuned form of leadership—within Türkiye’s bureaucratic school cultures. Using semi-structured interviews with six administrators and six teachers across primary, secondary, and high school, we employed a basic qualitative design with [...] Read more.
This qualitative study examines how school administrators enact “heartfelt leadership”—a socially and emotionally attuned form of leadership—within Türkiye’s bureaucratic school cultures. Using semi-structured interviews with six administrators and six teachers across primary, secondary, and high school, we employed a basic qualitative design with maximum-variation sampling. Thematic content analysis yielded four themes: (1) principals acknowledge the humanity of their teachers; (2) principals prioritize relationships and go beyond formal duties; (3) bureaucracy constrains but does not fully silence heartfelt leadership; and (4) heartfelt leadership fosters motivation, resilience, and retention. Heartfelt leadership was marked by empathy, recognition of significant moments, and proactive care that extends beyond job descriptions, cultivating trust, motivation, and commitment. Yet rigid procedures and centralized decision-making limited leaders’ autonomy and responsiveness. No consistent gender differences emerged among principals, because all participating teachers were female; therefore, cross-gender comparisons among teachers were not possible. Theoretically, the study bridges emotional-intelligence and bureaucratic-organization scholarship, showing how relational leadership can be sustained in centralized systems through micro-level strategies. Empirically, it broadens global leadership discourse by examining emotional leadership in a non-Western, bureaucratic context. Practically, findings suggest embedding social and emotional competencies in leadership preparation and enabling greater discretionary authority for responsive, human-centered school leadership. Full article
(This article belongs to the Special Issue Social and Emotional Learning in Schools)
Show export options expand_more Show export options expand_less
Select all
Export citation of selected articles as:
 
Displaying articles 1-5
Back to TopTop