scholarly journals Social and emotional learning in primary schools: A review of the current state of evidence

2021 ◽  
Author(s):  
Michael Wigelsworth ◽  
Lily Verity ◽  
Carla Mason ◽  
Pamela Qualter ◽  
Neil Humphrey
Keyword(s):  
Primary Schools ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Current State

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.

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.

“Wow! They’re Teaching Each Other”: Primary Teachers’ Perspectives of Implementing Cooperative Learning to Accomplish Social and Emotional Learning in Aotearoa New Zealand Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Ben Dyson ◽  
Donal Howley ◽  
Yanhua Shen
Keyword(s):  
New Zealand ◽  
Physical Education ◽  
Cooperative Learning ◽  
Primary Schools ◽  
Social And Emotional Learning ◽  
Primary Teachers ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Aotearoa New Zealand ◽  
Teachers Perspectives

Purpose: The purpose of this study was to explore primary teachers’ perspectives of implementing cooperative learning (CL) to accomplish social and emotional learning (SEL) in Aotearoa New Zealand physical education. Method: A qualitative case study design gathered data from 21 teachers at four primary schools using interviews, focus groups, and field notes. Inductive and deductive analysis were used for data analysis. Findings: Four primary themes are presented: emotional processes, social and interpersonal skills, students working it out, and taking time. Findings show that using CL as a pedagogical approach allowed teachers to teach for and accomplish SEL outcomes while accomplishing broader learning outcomes in physical education. However, there appeared to be shortcomings and constraints in the implementation of CL to accomplish SEL outcomes comprehensively. Conclusion: Future research should look to examine and connect professional learning involving pedagogical approaches like CL in physical education to SEL theory and school settings to enhance learning.

scholarly journals Teachers’ perspectives of social and emotional learning in Aotearoa New Zealand primary schools

2019 ◽  
Vol 12 (1) ◽  
pp. 68-84
Author(s):  
Ben Dyson ◽  
Donal Howley ◽  
Yanhua Shen
Keyword(s):  
Qualitative Research ◽  
New Zealand ◽  
Primary Schools ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Research Knowledge ◽  
Content Type ◽  
Social And Emotional ◽  
Aotearoa New Zealand ◽  
Teachers Perspectives

Purpose The purpose of this paper is to study teachers’ perspectives of social and emotional learning (SEL) in Aotearoa New Zealand (NZ) primary schools. Design/methodology/approach This research was a case study design investigating the phenomenon of SEL in primary schools (elementary school level) in Aotearoa NZ (Stake, 2005). Findings The SEL themes that were drawn from the data were: positive interdependence, empowerment, self-management, self-awareness restorative conversations and circle time. Research limitations/implications The research challenges the field to work with teachers and community workers to create more in-depth qualitative research knowledge that is contextually relevant to SEL for researchers, educational policymakers and our children. Originality/value Based in Aotearoa NZ primary schools, this qualitative research provides a unique perspective of SEL from school-based practicing teachers.

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