scholarly journals A Review of the Provision of Social and Emotional Learning in Australia, the United States, Poland, and Portugal

2017 ◽  
Vol 8 ◽  
Author(s):  
Terence Bowles ◽  
Shane Jimerson ◽  
Aaron Haddock ◽  
Julene Nolan ◽  
Slawomir Jablonski ◽  
...  
Keyword(s):  
Best Practice ◽  
Social And Emotional Learning ◽  
The United States ◽  
International Perspective ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Current State ◽  
International Perspectives ◽  
The Future ◽  
Minimum Requirements

The aim of this research is to gather preliminary information from a range of countries to develop an international perspective on Social and Emotional Learning (SEL). Currently, there is no cohesive international statement on the minimum requirements to provide SEL in schools. By bringing together a range of international perspectives it is intended that clarity will be provided from which new approaches and initiatives can be developed and researched. International researchers familiar with SEL programs in their country were asked to answer five questions about the context and processes used to teach SEL in specific countries to begin an understanding and synthesis of best practice. These questions relate to: (1) sociocultural contexts of school systems, (2) the range of SEL programs presented in each country and what is common about these programs, (3) the effectiveness of prominent SEL programs, (4) the facilitators and barriers that exist to effectively present SEL programs within the country, and (5) recommendations for the future of SEL programs. A synthesis is followed by a discussion of the future of SEL and how the SEL Interest Group may make a contribution to the current state of the literature, curriculum, pedagogy, and research that informs SEL in schools.

Washington View: Big ideas for a new day

2021 ◽  
Vol 102 (5) ◽  
pp. 61-62
Author(s):  
Maria Ferguson
Keyword(s):  
United States ◽  
Rural Education ◽  
Social And Emotional Learning ◽  
The United States ◽  
Emotional Learning ◽  
School Superintendents ◽  
Social And Emotional ◽  
Big Ideas

As the United States has begun to make the transition from one presidential administration to the next, organizations with an interest in education have weighed in on what they think the Biden administration should focus on. Maria Ferguson shares recommendations from the Center for American Progress, AASA: The School Superintendents Association, Organizations Concerned About Rural Education, and advocates for social and emotional learning.

Coping With the Pandemic: Implementing Social and Emotional Learning in the California K-12 School System

2021 ◽  
Vol 8 (2) ◽  
pp. 136-142
Author(s):  
Agnes M. Varghese ◽  
Misaki N. Natsuaki
Keyword(s):  
Mental Health ◽  
Task Force ◽  
Social And Emotional Learning ◽  
The United States ◽  
Emotional Learning ◽  
World Health ◽  
California Department ◽  
Social And Emotional ◽  
Track Record ◽  
K 12

In March 2020, the World Health Organization (WHO) declared COVID-19 a pandemic. Among the massive shutdowns that occurred across the United States in response, all K-12 schools in California closed to protect the health of students. However, such a closure and its resulting consequences were associated with a host of negative mental health implications for youth. Furthermore, many of these youth may not have had adequate resources to tackle issues impacting their psyche in this unprecedented time. Social and emotional learning (SEL), a method in which children can acquire the knowledge and skills to understand and manage emotions, has a proven track record of positive social, emotional, educational, and career consequences. The California Department of Education should convene a task force to develop guidelines for local school districts that provide all K-12 students in the state with effective SEL to assist them in mental health recovery from the pandemic.

On Leadership: Can we keep SEL on course?

2019 ◽  
Vol 100 (8) ◽  
pp. 70-71 ◽  
Author(s):  
Joshua P. Starr
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
District Leaders ◽  
Social And Emotional ◽  
Current State ◽  
Economic Equity

A longtime advocate for social and emotional learning, Phi Delta Kappa’s CEO, Joshua Starr, shares his concerns about the current state of the SEL movement, particularly the fuzziness of its terminology, the simplistic ways in which it is often commercialized and implemented, and its uncertain implications for racial and economic equity. He closes with a number of suggestions for school and district leaders.

Social and Emotional Learning in the Physical Education Curriculum

2020 ◽  
Author(s):  
Paul M. Wright ◽  
Barrie Gordon ◽  
Shirley Gray
Keyword(s):  
Physical Education ◽  
Best Practice ◽  
Social And Emotional Learning ◽  
Affective Learning ◽  
Emotional Learning ◽  
Learning Objectives ◽  
Policy Support ◽  
Education Curriculum ◽  
Social And Emotional ◽  
Learning Competencies

Physical education as a subject area simultaneously addresses psychomotor, cognitive, and affective learning objectives. Despite the recognized potential of physical education to promote affective learning objectives, these have been ill-defined in the curriculum and often neglected in practice. However, with a growing interest in social and emotional learning across the curriculum, physical education is now expected to better articulate and demonstrate its contributions in this area. While the framework may be new, social and emotional learning competencies (e.g., self-awareness, self-management, social awareness, relationship skills, and responsible decision-making) can be seamlessly integrated into quality, student-centered physical education. Given the growing policy support and existing best practice for teaching personal and social skills, it seems clear that with continued advocacy and teacher education, social and emotional learning competencies can be integrated into the physical education curriculum in a much more intentional and coherent way.

scholarly journals Don Hellison’s Life and Legacy: Introduction to the Special Issue

2020 ◽  
Vol 39 (3) ◽  
pp. 286-288 ◽  
Author(s):  
Paul M. Wright ◽  
David Walsh
Keyword(s):  
Physical Education ◽  
Social Responsibility ◽  
Youth Development ◽  
Best Practice ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Special Issue ◽  
Social And Emotional ◽  
Personal And Social Responsibility

Don Hellison (1938–2018) was a leader and trailblazer in sport and physical education pedagogy. Early in his career, he was an advocate for humanistic physical education. His engaged approach to scholarship culminated in the development of the Teaching Personal and Social Responsibility (TPSR) model, which is now recognized as a best practice for promoting social and emotional learning in physical education. The TPSR model has also been widely applied in the field of sport-based youth development. This is the introduction to the special issue devoted to Don’s life and legacy. It provides opening comments from the guest editors and a brief overview of the articles in the special issue.

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