Social–Emotional Learning and Inclusive and Special Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "Special and Inclusive Education".
Deadline for manuscript submissions: 15 September 2026 | Viewed by 1
Special Issue Editors
2. Shaanan Academic Religious Teachers' College, 7 HaYam HaTichon St. (Corner of Dov Frumer St.), POB 906, Kiriat Shmuel, Haifa 26109, Israel
Interests: inclusive education; social-emotional learning (SEL)
2. Gordon College of Education, 73 Tchernichovsky Street, Haifa 3570503, Israel
Interests: inclusive education; social-emotional learning (SEL)
Special Issue Information
Dear Colleagues,
Social–Emotional Learning (SEL) has emerged as a critical, systemic framework essential for fostering inclusive educational environments that support the holistic development of both diverse student populations and educational staff (Domitrovich et al., 2025). Research indicates that for students, SEL interventions are pivotal in enhancing mental well-being, emotion regulation, and resilience (Lee & Yoo, 2025). Systematic reviews highlight that whole-school SEL interventions significantly improve perceptions of school climate, safety, and engagement for both teachers and students simultaneously (Charlton et al., 2021). Despite the growing adoption of these systemic models, the field still grapples with inconsistencies in terminology and a lack of standardized training frameworks for effectively implementing SEL in education (Kasperski et al., 2025).
The objective of this Special Issue of Education Sciences is to foster the integration of systemic Social–Emotional Learning (SEL) frameworks within inclusive and special education settings. We welcome submissions that investigate comprehensive educational programs and professional development initiatives aimed at cultivating the social–emotional competencies, resilience, and professional values of students, teachers, and teacher educators.
References
Charlton, C. T., Moulton, S., Sabey, C. V., & West, R. (2021). A systematic review of the effects of schoolwide intervention programs on student and teacher perceptions of school climate. Journal of Positive Behavior Interventions, 23(3), 185–200.
Domitrovich, C. E., Li, Y., Kendziora, K., & Greenberg, M. T. (2025). Impact of schoolwide support for social and emotional learning: The effect of the CASEL school guide on organizational capacity for SEL and systemic SEL. Social and Emotional Learning: Research, Practice, and Policy, 6, 100156.
Kasperski, R., Levin, O., & Hemi, M. E. (2025). Systematic literature review of simulation-based learning for developing teacher SEL. Education Sciences, 15(2), 129.
Lee, J., & Yoo, J. W. (2025). The effectiveness of social-emotional learning (SEL) programs on adolescents' mental well-being: A systematic review. International Journal of Research Studies in Medical and Health Sciences, 9(1), 1–6.
Dr. Ronen Kasperski
Dr. Merav Esther Hemi
Guest Editors
Manuscript Submission Information
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Keywords
- social–emotional learning (SEL)
- inclusive education
- special education
- teacher professional development
- whole-school approach
- students with disabilities
- systemic intervention
- teacher well-being
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