Search Results (92)

Contemporary education increasingly emphasises the development of Social and Emotional Learning (SEL) competencies alongside academic achievement, recognising their importance for students’ well-being, interpersonal relationships, and lifelong success. Project-Based Learning (PBL) is frequently presented as a pedagogical approach capable of fostering these competencies through collaboration, active engagement, and authentic learning experiences. However, empirical evidence regarding the extent to which these socio-emotional benefits emerge through participation in project work remains inconclusive. This study examined changes in students’ self-perceived socio-emotional competencies following participation in PBL intervention in secondary education. A one-group pre-test–post-test pre-experimental design was employed with 38 students aged 12–14 from a public secondary school in Andalusia, Spain. Students participated in four interdisciplinary PBL projects, each comprising approximately 10–12 sessions and implemented across the first two terms of the 2024–2025 academic year. Self-perceived SEL competencies were assessed using the 30-item Social and Emotional Learning Scale, and data were analysed using Wilcoxon signed-rank tests, Mann–Whitney U tests and Spearman’s rank correlations. No statistically significant pre-test–post-test differences were detected in self-awareness, social awareness, relationship skills, or responsible decision making. Self-control showed a statistically significant decrease in the individual Wilcoxon analysis, with a moderate effect size. No statistically significant gender differences were detected in the magnitude of change. The five competencies were positively associated at both measurement points, although these analyses did not test whether the correlational pattern remained unchanged over time. Rather than questioning the socio-emotional potential of PBL, these findings challenge assumptions regarding the automatic emergence of measurable SEL gains through project participation alone. They highlight the need for further controlled research into the pedagogical conditions under which PBL may support socio-emotional development, including intentional SEL integration, teacher preparation, structured collaborative scaffolding, and performance-based assessment. Full article

Background: Teacher coaching is a central driver of implementation science, yet no recent review has centered the active components of coaching and consultation, rather than social-emotional learning (SEL) programs themselves, as its primary object of synthesis. (“Basic education” is used throughout this manuscript as the English rendering of the Latin American usage of the term, corresponding to ISCED 2011 levels 0–2: early childhood, primary, and lower-secondary education; it does not include upper-secondary or tertiary education.) This mixed-methods systematic review with thematic synthesis examined how coaching and consultation models with explicit active ingredients (modeling, guided practice, reflection, goal setting, and performance feedback) affect implementation fidelity, dosage, and quality, and students’ socioemotional, behavioral, and academic outcomes. Methods: Following PRISMA 2020 and a prospectively registered protocol (OSF M3846), we searched Scopus, Web of Science, and ERIC, supplemented by snowballing and grey literature searches. Of 341 screened records, 36 studies (2010–2026) met eligibility criteria and underwent data extraction and MMAT quality appraisal by independent reviewers (κ ≥ 0.84). A convergent segregated mixed-methods synthesis integrated qualitative thematic analysis with narrative quantitative synthesis. Results: Four interdependent macro-themes emerged: the systemic and individual conditions enabling coaching; its active technical-relational architecture; fidelity–adaptation tensions when scaling programs across cultures; and a translational cascade whereby high-fidelity coaching is associated with stronger proximal teacher practice and classroom climate, with academic gains emerging later and inconsistently. Conclusions: Coaching appears most effective when active technical components combine with a non-evaluative consultative alliance under supportive school conditions. We propose adaptive fidelity as a framework reconciling technical rigor with cultural responsiveness, relevant for scaling coaching to lower-resource, culturally diverse contexts, including the Global South. Full article

Research on how children develop emotion concepts is vital to successful, culturally sensitive social–emotional learning (SEL) programs that account for individual differences in the development of SEL skills. This study presents a thematic analysis of child emotion definitions and potential implications for SEL programs as an exploration of how children are taught about emotions and to center child voice in SEL research. It is the first, to the researchers’ knowledge, to link child emotion representation with SEL programs by analyzing emotion-focused program content through the lens of a child’s emotional representational system. A total of 1239 definitions produced by 49 children ages 8 to 11 (M_age = 9.24; SD = 0.75; 46.9% Female; 69% multilingual) were analyzed. Eight themes were identified in the definition corpus via thematic analysis and used as a framework to which 38 SEL programs were mapped. A majority of SEL programs addressed the following themes in the child-informed emotion framework: ‘interpersonal dynamics’ (addressed by 97% of programs), ‘cognitive states’ (95%), ‘performing an activity’ (87%), and ‘observable signs’ (71%) that referred to physical/sensory experience. When defining emotions, over 80% of children mentioned ‘interpersonal dynamics’ (e.g., rejection), ‘experiencing a non-social situation’ (e.g., a disappointing event), and ‘observable signs’ (e.g., sleeping). Findings offer preliminary insight into how a sample of children in middle childhood describe and make meaning of emotions, and prompt an exploratory discussion on emotion-focused content in SEL programs for middle childhood. Definitions collected constitute an emotion definition database available for future research on child emotion language. Full article

Deep learning and social–emotional learning (SEL) are increasingly recognized as essential for preparing children to thrive in an increasingly complex and interconnected world. However, research examining the relationship between SEL and deep learning among children with autism spectrum disorder (ASD) remains limited. This study investigated the association between SEL and deep learning during inclusive play among 13 children with ASD (IQ ≤ 50; 2 females and 11 males; Mage = 6.23 years, SD = 0.60). The results indicated that (1) children’s social–emotional competencies (SECs) were significantly higher at post-test than at pre-test over the period of participation in inclusive play; (2) children with ASD demonstrated changes in SEL within a dynamic process involving teacher scaffolding, interactions with diverse peers, imitation of peer behaviors, and internalization of activity routines during inclusive play; and (3) Several SEC dimensions were positively associated with deep learning, and regression analyses indicated a significant predictive relationship between SECs and deep learning. These findings highlight the potential of inclusive play for supporting both SEL and deep learning among children with ASD and provide empirical support for considering the development of SECs as a potential predictor of deep learning. However, the findings should be interpreted cautiously given the small sample size (n = 13) and the absence of a control group. Full article

Simulation-based learning (SBL) is recognized as a transformative methodology in teacher education, yet the social–emotional processes through which pre- and in-service teachers navigate role dissonance remain underexplored. Drawing on the Social–Emotional Learning (SEL) framework proposed by CASEL, this study conceptualizes simulation as a cyclical SEL loop across three phases, pre-briefing, simulation, and debriefing, each activating distinct competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. This qualitative phenomenological inquiry examines the lived social–emotional experiences of pre- and in-service teachers participating in The School of Valtance, a large-scale, multi-role international simulation embedded in a postgraduate teacher qualification program. Participants from 9 international faculties were deliberately assigned to roles, such as pedagogue, head of studies, and parent, divergent from their professional backgrounds, generating the cognitive–emotional disruption known as the “valley of despair”. Data were gathered through semi-structured interviews, reflective journals, and facilitator field notes across all three simulation phases and subjected to thematic analysis. The findings reveal that role dissonance disrupts participants’ emotional equilibrium, activating self-awareness and social awareness competencies that precede and enable metacognitive growth. The debriefing phase emerges as the space in which the SEL loop closes, as participants articulate and consolidate both the emotional turbulence and relational learning generated during the simulation, transforming affective experience into transferable social–emotional competence. These findings offer practical guidance for simulation designers seeking to embed SEL intentionally across all phases of the pedagogical cycle in intercultural teacher training contexts. Full article

Background/Objectives: Adolescence is a crucial stage of development, in which life skills are essential for promoting psychological well-being. Social and Emotional Learning (SEL) interventions aim to develop social–emotional and relational skills that foster resilience and adaptation. Short-term effects may be nonlinear and influenced by gender differences, with possible fluctuations in self-assessments due to increased social–emotional awareness (response shift). Methods: This action research study involved 179 preteens (ages 11–17) from educational settings in Aosta Valley. The SEL program consisted of three experiential sessions on key life skills, led by psychologists and psychiatrists and including group activities and role-playing. Quality of life was assessed before and after the intervention using the Q-LES-Q, which measures satisfaction and well-being in the areas of social relationships, physical health, academic performance, leisure activities, and subjective feelings. Subscale scores were calculated as the mean of the corresponding items. Results: The results revealed nonlinear patterns: a decline in satisfaction with social relationships, which may reflect a response shift. Males reported higher initial levels and greater perceived positive effects, while females reported lower post-intervention scores, likely due to greater self-reflection and self-criticism. Conclusions: The data highlight the complexity of the short-term effects of SEL interventions and the importance of considering developmental trajectories and gender differences when evaluating their effectiveness. Full article

This experimental study investigated the impact of embedding social and emotional learning (SEL) in science instruction on the academic and social–emotional outcomes of Arabic-speaking sixth graders, including those with reading difficulties (RD). Children from two schools in northern Israel (n = 101) were randomly assigned to either an intervention group, which received SEL-enriched science lessons featuring collaborative, reflective activities over 30 sessions, or a control group receiving traditional instruction. Pre- and post-tests assessed SEL competencies, motivation towards science, and academic achievements in science and mathematics. Results showed significantly greater gains in SEL skills, and in science motivation and science achievement in the intervention group compared to controls, whereas mathematics outcomes remained unchanged. Typically developing students and those with RD benefited similarly. Integration of SEL into science curricula thus enhances cognitive and social–emotional learning dimensions, particularly in linguistically and socio-economically marginalised populations. Implications for inclusive pedagogy and future research directions are discussed. Full article

Childhood is a crucial period for enhancing socioemotional skills, which lay the foundation for development and mental health in adulthood. Consequently, research in early years focuses on emotion understanding as a central component of broader emotional skills, highlighting the role of Social and Emotional Learning (SEL) programs and the influence of factors such as sex, culture, socioeconomic status, and context. This study examines the impact of a seven-month school-based SEL intervention on children’s emotion understanding across two cross-cultural contexts, Spain and Venezuela. A quasi-experimental factorial design with pretest and post-test measures, under a quantitative methodology, was conducted with 224 children enrolled in the 4- and 5-year-old levels of Early Childhood Education, and Grades 1–2 and 3–4 of Primary Education. The Emotion Matching Task and the Test of Emotion Comprehension were used for data collection. Results indicated that participation in the intervention was associated with improvements in emotion understanding, although the magnitude varied across schools and educational stages. Therefore, this study argues how SEL initiatives interact dynamically with school culture, community characteristics, and the organizational structures that support SEL. Full article

Indigenous students continue to experience persistent educational inequities shaped by colonial histories, assimilationist schooling structures, and the marginalization of Indigenous knowledge systems. Although social–emotional learning (SEL) is widely promoted as foundational to student well-being and academic success, dominant SEL frameworks often reflect Eurocentric assumptions that overlook Indigenous understandings of relationality, land, identity, healing, and collective responsibility. In alignment with Sustainable Development Goal 4 (SDG 4), this study examines how SEL and teacher professional development can be reimagined through Indigenous and Local Knowledge (ILK). Using a qualitative collaborative ethnographic design integrated with a structured literature synthesis, the study drew on two years of community-engaged research involving collaborative focus group dialogues, community interactions, and sustained relational engagement with Native teachers, Elders, cultural leaders, and community practitioners (N = 20). Thematic analysis revealed five interrelated themes: culturally grounded SEL frameworks, structural barriers and equity-driven strategies, culture as prevention and healing, schoolwide conditions that sustain belonging and identity, and alignment between Indigenous-centered SEL and SDG 4. Findings highlight the importance of cultural identity, ceremony, storytelling, Elder mentorship, talking circles, land-based learning, relational accountability, and community partnerships in supporting meaningful SEL. The findings also reveal tensions between Indigenous relational approaches to SEL and dominant educational systems shaped by standardization, accountability pressures, and assimilationist schooling structures. The study advances a conceptual model showing how Indigenous-centered SEL, mediated through relational teacher professional development, can support culturally sustaining, healing-centered, equity-oriented, and sovereignty-affirming educational outcomes aligned with SDG 4. In addition to contributing to SEL scholarship, the study offers implications for teacher education, educational policy, and school leadership seeking to advance culturally sustaining and community-responsive educational systems. Full article

Amidst the protracted socio-political volatility of Thailand’s southern border provinces, youth have emerged as pivotal agents of social architecture rather than mere passive observers of conflict. This study investigates Emotional Intelligence (EQ) not merely as a personal trait, but also as a critical psychosocial infrastructure for peace. Adopting a qualitative lens through in-depth interviews and focus groups with youth leaders, the research elucidates how EQ functions as a strategic mechanism for identity negotiation and intergroup reconciliation. The findings delineate five cornerstone competencies: acute self-awareness within structural constraints; emotional regulation as a safety stratagem; collective resilience-driven motivation; multicultural empathy as a catalyst for prejudice reduction; and non-violent communication. These attributes empower youth to undergo a profound transformation from victims of circumstance to proactive peacemakers. By bridging the internal emotional landscape with external social stability, the study argues that fostering emotional maturity is fundamental to communal resilience. From an educational standpoint, the paper advocates for the systemic integration of Social and Emotional Learning (SEL) to cultivate collective emotional capital. Such a pedagogical shift—moving toward human security-centered curricula—is essential for fostering sustainable coexistence in multicultural, high-pressure environments. This study situates Emotional Intelligence within the framework of peace education, conceptualizing it as a psychosocial foundation for fostering relational peace, emotional resilience, and sustainable coexistence in conflict-affected contexts. Full article

Social and emotional learning (SEL) has become increasingly central to educational policy and lifelong development, while advances in robotics have opened new possibilities for supporting socio-emotional competencies through human–robot interaction. Despite the rapid growth of robot-assisted SEL research, this field remains fragmented, with limited understanding of its intellectual structure, thematic foci, and evolution. To address this gap, this study conducted a scientometric analysis of 241 publications indexed in Web of Science using bibliometric methods. Results indicate a steady growth trajectory, with research concentrated in a small number of core countries driving international collaboration. Influential publications and co-citation patterns reveal a strong foundation in autism-related interventions and child-centered social skill development. Thematic mapping shows that motor themes are dominated by soft skills, autism, and interaction design, while emotion recognition and affective computing form technically mature but specialized streams. Foundational concepts such as human–robot interaction and artificial intelligence remain central yet theoretically evolving. Emerging links between robotics, STEM, and project-based learning suggest ongoing pedagogical expansion. This study maps the intellectual and thematic structure of robot-assisted SEL, showing how robots are emerging as mediational agents in hybrid learning systems while revealing uneven integration and misalignments between technological capabilities and pedagogical foundations. Full article

Systemwide Social and Emotional Learning (SEL) promotes a host of academic and behavioral benefits for K-12 students. Yet, many schools face barriers to SEL implementation. Through a research–practice partnership, this study provides insights into facilitators of and challenges to systemwide SEL implementation. We collected 652 field notes of SEL in action across twelve schools in the Northeast and Western regions of the United States between December 2022 and May 2024. All field notes were analyzed with Dedoose using thematic inductive coding. Key facilitators of systemwide SEL include prioritization/support from leadership, professional development for educators, integration into students’ daily experiences, and engagement with parents/caregivers and the community. Key challenges to systemwide SEL involve leadership ambiguity, educator burnout, and student disengagement. Implications for optimizing SEL implementation in educational practice and policy are discussed. Full article

Although social and emotional learning (SEL) has become increasingly prominent in global education policy, how school leadership shapes teachers’ SEL teaching practices remains insufficiently understood, particularly in non-Western contexts. Grounded in Relational Coordination Theory, this study examined the mechanisms through which distributed leadership influences teachers’ SEL teaching practices, with teacher collaboration and teacher empathy specified as sequential mediators. Using data from 1299 teachers in the China sample of the Teaching and Learning International Survey (TALIS) 2024, the study tested a sequential mediation model through bootstrap-based mediation analysis (PROCESS Model 6). Confirmatory factor analysis supported the measurement model, and discriminant validity was established through nested model comparisons. The results showed that distributed leadership was both directly and indirectly associated with SEL teaching practices, with the indirect associations accounting for 62.77% of the total association. Teacher empathy emerged as the most influential mediator (45.74%), followed by the sequential mediation pathway through teacher collaboration and teacher empathy (12.16%), whereas the specific indirect effect of teacher collaboration was comparatively small (4.87%). These findings extend Relational Coordination Theory to the educational context by illustrating how organizational leadership practices may be linked to classroom-level SEL teaching behaviors through relational processes and teachers’ emotional capacities. The study underscores that advancing SEL implementation may require not only structural reform in the distribution of leadership but also the systematic cultivation of two interrelated mechanisms: professional collaboration and teacher empathy. Full article

Although social emotional learning (SEL) is generally regarded as beneficial for children, there is an enduring tension between the need to observe fidelity to SEL programming (to reach desired outcomes) and the need to adapt SEL programming (to make implementation more feasible in a given setting). This tension can be heightened in out-of-school time (OST) settings, which are often not considered in the design of traditional SEL programming. The perspective presented in this paper examines the fidelity–adaptation dilemma by describing the SEL adaptations of one OST practitioner to illustrate integrity-centered, effective SEL implementation. As such, we consider this paper a “case illustration.” We begin by presenting the characteristics of OST settings that create unique opportunities and challenges for SEL implementation. We summarize the tension between fidelity, integrity, and program adaptations, and we position an intervention called SEL Kernels as a flexible, adaptable SEL solution for OST settings. Next, we describe recent research on SEL Kernels in OST settings in the American Midwest and present a compelling case illustration that centers the SEL Kernels implementation of one afterschool practitioner whose work strikes a noteworthy balance between integrity and adaptation. We outline our process for coding and mapping her adaptations onto high-quality SEL implementation practices, which are essential for effective learning. Finally, we present our findings as a series of classroom challenges surmounted by integrity-centered, effective adaptations to SEL Kernels. Possible future directions for this work include the continued collection and coding of integrity-centered adaptations to SEL Kernels in OST to learn more about what drives those adaptations, how they are implemented, and how to make them successful for a wider population of OST practitioners. Full article

School-based social and emotional learning (SEL) programs have the potential to meaningfully foster healthy development. NaliniKIDS is a school-based program designed to focus on promoting SEL and school connectedness by bridging physical and mental health through exercises, a book series, and schoolwide activities. This mixed-method study explored the effects of NaliniKIDS on students’ mental health and school climate and the teachers’ perspectives regarding the implementation in a racially diverse, urban, Title I public elementary school. Quantitative data comprised of student (N = 253) and parent (N = 29) self-reports at pre- and post-test; qualitative data were collected via two focus groups with teachers (N = 10 participants). Survey results showed small increase in prosocial behavior among students after NaliniKIDS implementation. Focus groups highlighted the importance of training, protecting time and resources, and adapting the program to students’ background to maximize its implementation and relevance. NaliniKIDS may be a promising SEL program that facilitates the integration of physical and emotional health. The findings emphasize the health benefits of investments and policies focused on school-based programs that are integrated in the school. The successful implementation of SEL programs such as NaliniKIDS may significantly promote elementary student physical and mental health. Full article