Children’s Perspectives on a School-Based Social and Emotional Learning Program

2020 ◽  
Vol 42 (2) ◽  
pp. 121-130
Author(s):  
Eva Medin ◽  
Göran Jutengren
Keyword(s):  
Program Implementation ◽  
School Setting ◽  
Social And Emotional Learning ◽  
Skills Training ◽  
Emotional Learning ◽  
Learning Program ◽  
Focus Group Study ◽  
Social And Emotional ◽  
School Based ◽  
Positive Attitudes

Abstract Research has indicated that social and emotional learning (SEL) programs can offer benefits to students and school environments. However, students’ experiences of participation in such programs have not received as much attention. This focus group study describes elementary students’ (N = 23) experiences of and beliefs about participation in a school-based SEL program commonly used in Sweden, Life Skills Training. The results suggest questionable acceptability of the program by the students, indicating a clear belief that the school’s implementation of the program was due to their problematic behavior. Although students experienced the program content as predictable, consistent, and structured, there was great variation in their attitudes toward the program: Both strong negative and positive attitudes were revealed. The students also expressed discomfort with the personal nature of the discussions promoted by the program and uncertainty about its place in the school setting. These findings can inform SEL program implementation.

scholarly journals Social Emotional Learning: Implementation of Sustainability-Oriented Program in Latvia

2016 ◽  
Vol 18 (1) ◽  
pp. 57-68 ◽  
Author(s):  
Baiba Martinsone
Keyword(s):  
Program Implementation ◽  
Social Emotional Learning ◽  
Implementation Process ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Pedagogical Practice ◽  
Learning Program ◽  
Social Emotional ◽  
Social And Emotional ◽  
Regular Teacher

Abstract This article is focused on the description of the content and the implementation process of an originally developed, culturally appropriate and sustainable social and emotional learning program in Latvia. The article also includes the teachers’ self-reflected experience illustrated through the perspective of the program’s sample activities. The general goal of the program is to develop the emotional and social competencies of pupils, and at the same time to introduce to schoolteachers the principles necessary for combining academic and social emotional learning. As a preventive approach this program is aimed at all ages of pupils (from primary forms to secondary grades). During the school years 2012/ 13 and 2013/14 the social emotional learning program was introduced in 39 schools in Latvia (a total of 12 699 pupils). The participants implementing the program were 630 classroom teachers (614 female and 16 male with the mean age 45.04 years). As a result of the program implementation, social and emotional learning principles became a common approach for the entire school; the teachers became well versed on social emotional issues and received materials for conducting class lessons at each level; regular teacher supervisions were provided; regional supervisors were trained to sustain the pedagogical practice.

scholarly journals Implementation and perceived benefits of an after-school soccer program designed to promote social and emotional learning

2020 ◽  
Vol 6 (1) ◽  
pp. 125-145 ◽  
Author(s):  
Paul M. Wright ◽  
Steven Howell ◽  
Jenn Jacobs ◽  
Gabriella McLoughlin
Keyword(s):  
Academic Success ◽  
Youth Development ◽  
School Setting ◽  
Social And Emotional Learning ◽  
Well Being ◽  
Emotional Learning ◽  
After School ◽  
Perceived Benefits ◽  
Systematic Observation ◽  
Social And Emotional

Social and emotional learning (SEL) competencies such as self-awareness and relationship skills are predictors of academic success, overall well-being, and avoidance of problematic behaviors. Among school-aged children, research has demonstrated that well-implemented programs teach SEL competencies and life skills (e.g., leadership, responsible decision making) that can transfer to other settings. Similar claims have been made in the field of sport-based youth development (SBYD), however, the SEL framework has not been widely applied in sport programming. Implementation, student learning, and transfer of learning in SBYD programs designed to promote SEL require further exploration. Therefore, the current study examined the implementation and perceived benefits of an after-school soccer program designed to promote SEL. Participants were six coaches and 51 students from three different sites where this program is offered. A multiple case study design was used, integrating data from customized feedback surveys, interviews, systematic observation, and field notes. Results indicated the program reflects many SBYD best practices. Although implementation varied between sites, program culture and core values were consistent. Evidence indicated students learned and applied SEL lessons in the soccer program and that transfer beyond the program was promoted. Participants were most likely to report transfer to the school setting, therefore, future studies should examine this topic more directly. Other implications for research and program implementation are discussed.

Sign in / Sign up

Export Citation Format

Share Document