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More educators are embracing Social and Emotional Learning in their classrooms, reports The Seattle Times. Based on a national survey, conducted by Education Week, approximately half of teachers and administrators say SEL deserves more attention in their schools.
In the article, a local elementary school in Bellevue, Washington is featured as part of a video series on the RULER approach. RULER is a program supported by our partner, the Yale Center for Emotional Intelligence.
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Watch how this teacher implements SEL in his classroom below:
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Mike Siegel & Katie G. Cotterill, The Seattle Times
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In the Press
MINDSETS, ESSENTIAL SKILLS, & HABITS | MESH
College Prep Is More Than Just Being Prepared Academically
Real Clear Education – Zoe Edington, July 3, 2015
Science Scene: Theories inside Inside Out
The Daily Texan – Ellen Airhart, July 2, 2015
Success for ALL Students Depends Upon Thoughtful Words and Actions
Education Week – Jill Berkowicz & Ann Meyers, July 2, 2015
Guest Post: Growth Mindset Memes
Edublogs – Larry Ferlazzo, July 2, 2015
Extracurricular Sports May Give Kids' Academics a Boost
U.S. News & World Report – Mary Elizabeth Dallas, July 1, 2015
100 Percent Is Overrated
The Atlantic - James Hamblin, June 30, 2015
Why Conscious Self-Control May Be a Complete Illusion
PsyBlog – Jeremy Dean, June 2015
“Growth Mindset” Could Encourage More Women in Science, Math Fields
Pharmacy Times - Corey Allikas, June 30, 2015
What Do We Do When Students Don’t Like School
Connected Principles – Kyle Hoopes, June 29, 2015
MEASUREMENTS & INTERVENTIONS
Yes, Apples and Oranges Can Be Compared: Accountability With Flexible Assessments
Education Week – Jennifer Davis Poon, July 2, 2015
EDUCATION POLICY & REFORM
Transforming Education Outcomes Calls for Transforming Classroom Assessments
Real Clear Education - Peter Hofman, July 1, 2015
COLLABORATORIES & PARTNERSHIPS
Beyond Academics: What a Holistic Approach to Learning Could Look Like
Mind Shift – Katrina Schwartz, July 6, 2015
Atlanta Public Schools announces partnership with CASEL
Neighbor Newspapers – July 01, 2015
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Recent Research
Individual and Contextual Factors Associated with Immigrant Youth Feeling Unsafe in School: A Social-Ecological Analysis
Journal of Immigrant and Minority Health - Jun Sung Hong, Gabriel Merrin, Shantel Crosby, Debra Hernandez Jozefowicz, Jeoung Min Lee, Paula Allen-Meares, July 3, 2015
Abstract: Despite the increasing proportion of immigrant youth in U.S. school districts, no studies have investigated their perceptions of their school. This study examines factors associated with perceptions of school safety among immigrant youth within individual, family, peer, and school contexts. Data were drawn from Wave II of the Children of Immigrants Longitudinal Study (n = 4288) and hierarchical logistic regression analyses were conducted. African–Americans, females, and youth with limited English proficiency were more likely to perceive their school as unsafe. Youth who reported that family cohesion was important and those who had close friends perceived their school as safe. Also, those who experienced illegal activities in school reported feeling unsafe. Assessment and intervention in schools needs to consider individual and contextual factors associated with perceptions of school safety. Additional research is needed to examine individual and contextual factors related to immigrant youths’ perceptions of school.
Social and Emotional Learning Services and Child Outcomes in Third Grade: Evidence from a Cohort of Head Start Participants
Children and Youth Services Review – Fuhua Zhai, C. Raver, Stephanie Jones, July 3, 2015
Abstract: A variety of universal school-based social and emotional learning (SEL) programs have been designed in the past decades to help children improve social-emotional and academic skills. Evidence on the effectiveness of SEL programs has been mixed in the literature. Using data from a longitudinal follow-up study of children (n = 414) originally enrolled in a clustered randomized controlled trial (RCT) when they were in Head Start, we examined whether universal SEL services in third grade were associated with the development of children from disadvantaged families. We took advantage of pairwise matching in the RCT design to compare children who had similar family background and preschool experiences but received different doses of SEL services in third grade. The results showed that the frequent (i.e., weekly to daily) exposure to SEL opportunities was associated with favorable social-emotional and academic development in third grade, including increased social skills, student-teacher relationship, and academic skills, as well as reduced impulsiveness.
Integrating Mindfulness-based Practices into Social and Emotional Learning: a Case Application
Mindfulness - Barbara Gueldner & Laura Feuerborn, July 2, 2015
Abstract: Mindfulness-based practices (MBP) are being applied in school settings with growing interest and increasing frequency. Social and emotional learning (SEL) is a paradigm in which schools are planning and implementing prevention and intervention programming to mitigate risk factors and positively affect the well-being of all students. MBP can be used with SEL programming as a novel adjunctive approach to fostering resilience. This article reviews SEL and highlights the theoretical basis for and the practical integration of MBP into existing SEL curricula, Strong Kids and Strong Teens. Recommendations for the continued use of MBP in school settings and within a SEL framework are discussed.
Mathematics achievement and self-efficacy: Relations with motivation for mathematics
International Journal of Educational Research – Einar Skaalvik, Roger Federici, & Robert Klassen, July 1, 2015
Abstract: In this study we analyzed if teacher support and student self-efficacy mediated the relations between students’ grades in mathematics and different measures of mathematics motivation. Participants in the study were 823 Norwegian middle school students. Indicators of motivation were intrinsic motivation, effort, persistence, and help-seeking behavior. Data were analyzed by means of multiple regression and SEM analysis. The relations between students’ grades and motivation were partly mediated through emotional support and self-efficacy.
Haunts or Helps from the Past: Understanding the Effect of Recall on Current Self-Control
Journal of Consumer Psychology – Hristina Nikolova, Cait Lamberton, & Kelly Haws, June 30, 2015
Abstract: Conventional wisdom suggests that remembering our past successes or failures can help us make better decisions in the present. But how successful is this practice in the domain of self-control? Our work examines how the content of consumers’ recollections (past self-control successes versus failures) and the subjective difficulty with which this content comes to mind (easily or with difficulty) jointly shape consumers’ self-control decisions. When successes are easy to recall, people display more self-control than when they have difficulty recalling successes. However, recalling failures prompts indulgence regardless of its difficulty. We suggest that these differences in behavior may exist because recalling failures has substantially different affective and cognitive consequences than does recalling successes. Consistent with this theory, we demonstrate that external cues toward high or low self-certainty moderate the effects of recall on self-control. Taken together, this work enhances our understanding of self-control, self-perceptions, and metacognition.
Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation
Contemporary Educational Psychology – Ulrich Schiefele & Ellen Schaffner, June 29, 2015
Abstract: This study addressed the role of elementary school teachers' motivation as predictors of instructional practices and student motivation. The sample comprised 110 teacher-class pairs (1731 students). The results showed that teachers' didactic interest and self-efficacy predicted teacher reports of instructional practices. In contrast, student reports of instruction were significantly associated with teachers' educational interest and mastery goals. Moreover, student motivation was only related with student reports but not teacher reports of instructional practices. In particular, mastery-oriented practices contributed strongly to student motivation. Teacher educational interest predicted mastery-oriented practices and also showed a significant direct relation to student motivation.
Flipping the Mindset: Reframing Fear and Failure to Catalyze Development
To Improve the Academy – D. Boyd, J. Baudier, & T. Stromie, June 27, 2015
Abstract: Despite the attempts to target success and predisposition to taking risks to promote innovation, sometimes educational developers encounter moments where they fail to meet expectations set forth—by their institutions, colleagues, or themselves. Attempts to avoid potential failures can stymie the creative process, preventing them from meeting difficult challenges. What can be done to catalyze useful responses to failure when events and interactions do not go according to plan? Most researchers suggest reflecting on the failure in order to grow. To assist, a field-tested reflective process (the IDeAS process) that helps flip the approach to failure and move toward the freedom to risk was developed.
Four days of mindfulness meditation training for graduate students: A pilot study examining effects on mindfulness, self-regulation, and executive function
The Journal of Contemplative Inquiry - Megan M Short, Dwight Mazmanian, Lana J Ozen, Michel Bédard, June 1, 2015
Abstract: Self-regulation facilitates coping with academic stress and demands. This pilot study examined the effects of four consecutive mindfulness meditation classes on self-regulation and executive function in graduate students. Self-report measures of mindfulness, self-regulation, and executive functions were completed before and after the mindfulness classes. Paired t-tests compared pre-post training scores and effect sizes were calculated using Cohen’s d. A sample of 8 psychology graduate students (7 female) volunteered to participate in the mindfulness training. The group classes were modeled after meditation practices in Mindfulness-Based Cognitive Therapy. Each class involved a specific theme: (1) Stepping Out of Automatic Pilot, (2) Awareness of the Breath, Body, Sounds, and Thoughts, (3) Mindful Movement, and (4) Working with Difficulty. Students significantly improved in mindfulness and self-regulation skills. Large effects were obtained for increases in total mindfulness, and the mindfulness facets of acting with awareness and non-reactivity to inner experiences. Additionally, large effects were calculated for total self-regulation and the self-regulatory facet of self-reinforcement. The current pilot study provides preliminary support for cultivating mindfulness skills and enhancing self-regulatory capacity in graduate students through four consecutive days of mindfulness training.
Teaching and Developing Social and Emotional Skills with Technology
ACM Transactions on Computer-Human Interaction - Petr Slovák, Geraldine Fitzpatrick, June 2015
Abstract: Supporting social interactions is a long-term focus for Human Computer Interaction (HCI) and Computer Supported Cooperative Work (CSCW). However, understanding how social and emotional skills are learned, and how this process can be supported by technology, is an important but underresearched area in HCI so far. To address this gap, we review existing approaches to social and emotions skills learning (SEL) in other fields, with a specific focus on SEL in education, in which a large number of evidence-based programs is widely deployed. In doing so, the primary aim of this article is to provide a foundation and set an agenda for future research on the design of technology that would support, and help teach, social and emotional skills. We identify the key challenges to successful learning shared by SEL programs in education—such as embedding skills learned in class also into everyday situations, promoting reflection, and providing additional opportunities for practice—and outline how these could be addressed by digital technology. Overall, our key argument is that much existing HCI work could be used in support of social and emotional skills learning in education, and possibly other domains, but that the topic has not been explored so far. We also highlight how the focus on supporting SEL would bring novel opportunities and challenges for HCI, as well as provide a basis for a strong HCI research agenda in this space.
The Relationship between Cross-Age Teaching and Social & Emotional Learning
The University of Minnesota – Amber Shanahan, June 2015
Abstract: Youth development professionals recognize that social and emotional learning (SEL) happens when youth acquire the knowledge, attitudes, and skills they need to identify and manage their emotions, demonstrate caring and concern for others, establish positive relationships, make responsible decisions, and handle challenging social situations constructively (Collaborative for Academic, Social, and Emotional Learning [CASEL], 2014). Though curriculum content enhances the competencies of SEL by focusing on related topics, using cross-age teaching as a delivery method may further enrich SEL development by providing opportunities to practice skills and build relationships through the process. This issue brief presents a case study of the University of Minnesota Extension’s 4-H Youth Teaching Youth program to explore the benefits of having social and emotional skill building programs led by teen teachers. The goal of this study is to better understand how cross-age teaching fosters high impact social and emotional learning with both younger youth and teen participants.
Incremental Validity of the Trait Emotional Intelligence Questionnaire-Adolescent Short Form
European Journal of Psychological Assessment – Alex Siegling et al., January 13, 2015
Abstract: This study examined the incremental validity of the adolescent short form of the Trait Emotional Questionnaire (TEIQue-ASF) in two European secondary-school samples. The TEIQue-ASF was administered as a predictor of socioemotional or academic achievement criteria, along with measures of coping strategies or cognitive ability, respectively. In Dutch high school students (N = 282), the TEIQue-ASF explained variance in all socioemotional criteria, controlling for coping strategies and demographics. In a sample of British preadolescents, the measure showed incremental contributions to academic achievement in the core areas (English, math, and science) of the English curriculum, controlling for cognitive ability subscales and gender (N = 357–491). Implications for the validity and applied utility of the TEIQue-ASF are discussed.
Thinking outside the box about indicators of well-being: agency, communion and positivity
International Journal of Happiness and Development – Danilo Garcia, Erik Lindskär, Trevor Archer, 2015
Abstract: Flourishing encompasses both feeling good and doing good and is suggested to be a function of high positivity. The present study investigated the relationship between agentic (e.g., being autonomous, responsible and having self-control) and communal (e.g., showing empathy, helping behaviour and social tolerance) traits to positivity. Positivity was measured as either a two-dimensional construct comprising positive and negative affect, as positivity ratios (i.e., positive affect/negative affect) and as affect balance (i.e., positive affect-negative affect). The results suggest that agency and communion predict high levels of positivity and that positivity as a two-dimensional construct might be a more straightforward and theoretically sound way of measuring positivity. Agency, communion and positivity, however, show evidence of being separate indicators of well-being. Further empirical work should answer the question whether agency and communion (i.e., doing good) and positivity (i.e., feeling good) could be used as an index of a nation success.
Social inclusion and social justice: a resilience curriculum for early years and elementary schools in Europe
Journal for Multicultural Education - Carmel Cefai et al., 2015
Abstract: This paper presents the development of a resilience curriculum in early years and primary schools to enhance social inclusion, equity and social justice amongst European communities, particularly amongst disadvantaged and vulnerable ones, through quality education. It defines educational resilience in terms of academic, social and emotional growth in the face of life challenges, discusses the conceptual framework and key principles underpinning the curriculum, and presents the six major content areas of the curriculum. Finally it presents the preliminary findings of a pilot project on the implementation of the curriculum in more than 200 classrooms in about 80 early and primary schools in six European countries. The curriculum was first drafted collaboratively amongst the six partners on the basis of the existing literature in the promotion of resilience in early years and primary schools, with a particular focus to European realities. Once it was internally reviewed, it was piloted in 200 early years and primary school classrooms in six European countries, with each of the six partners implementing one theme. Data collection included teacher reflective diaries, classroom checklists, semi-structured interviews with teachers, and focus groups with students. The preliminary results from the pilot evaluation of the curriculum in 199 classrooms totaling 1935 students across six countries, indicate that both the teachers and the learners overwhelmingly found the curriculum highly enjoyable, useful, relevant and easy to use. They looked forward to the possibility of having the programme on a full time basis as part of the general curriculum in the future. The teachers reported a positive moderate change in learners’ behavior related to the theme implemented, and argued that for the implementation to be effective, it needs to take place throughout the whole year. A number of modifications have been on the basis of the teachers’ and learners’ feedback. This is the first resilience curriculum for early years and primary schools in Europe. While it seeks to address the needs of vulnerable children such as roma children, immigrant and refugee children and children with individual educational needs, it does so within an assets-based, developmental, inclusive and culturally responsive approach, thus avoiding potential labelling and stigmatising, while promoting positive development and growth. It puts the onus on the classroom teacher, in collaboration with parents and other stakeholders, in implementing the curriculum in the classroom.
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Transforming Education supports educators and education systems in equipping students with the Mindsets, Essential Skills, and Habits (MESH) they need to succeed in college, career, and life.
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