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.

Sign in / Sign up

Export Citation Format

Share Document