Promoting Holistic Student Development Through Universal School-Based Social-Emotional Learning in China: A Meta-Analysis.

Social emotional learning plays an important role in transformative education, especially in improving academic achievement, including numeracy skills. To understand its impact, further exploration is needed, especially in several PAUD POS. This study aimed to assess the impact of using activity books based on social emotional learning on POS PAUD learning. The development procedure used Borg and Gall’s theory. The trials were conducted in three PAUD POS centers–Tunas Ceria, Tunas Bahagia, and Perintis–showed a significant increase in students’ social emotional skills, particularly in cooperative behavior, tolerant attitudes, and emotional expression. The increase was seen in activity books that fostered positive interactions. The pedagogical competence of teachers increased after using the activity books. Therefore, the use of activity books based on social emotional learning can be an innovative solution in developing social emotional skills in PAUD.

Social-emotional skills (SESs) are typically acquired through observation and imitation, processes heavily reliant on the visual system. Children and adolescents with visual impairments (VI) may face challenges in developing these skills and may adopt compensatory strategies to overcome these difficulties. General curricula for students with VI, such as the Expanded Core Curriculum (ECC) and the Curriculum Framework for Children and Young People with Vision Impairment (CFVI), consider these skills a specific learning area, while the scientific literature recommends SESs assessment and explicit teaching. However, it seems that a specific curriculum for social-emotional learning (SEL) tailored to students with VI may not yet exist. Thus, the Visual Impairment – Social Emotional Learning (VI-SEL) curriculum was developed to fill this gap. This study, conducted in Switzerland, evaluates its content validity using a two-round Delphi study with a group of experts in the field of VI ( N = 15). Consensus was evaluated using a 14-item questionnaire, with experts providing feedback to refine the curriculum. Across both rounds, expert ratings exceeded the consensus threshold, with mean scores of 4.58 ( SD = 0.78) in the first round and 4.70 ( SD = 0.54) in the second. Qualitative feedback led to further refinements. Experts rated the VI-SEL curriculum content favourably, which suggested it fills an existing gap in practitioner resources with the potential to be integrated into general curricula for students with VI (e.g., the ECC and CFVI). While the findings should be interpreted cautiously, the VI-SEL curriculum may be a valuable tool for practitioners supporting SESs development in children and adolescents with VI. Further research is needed to evaluate the clinical effectiveness of the curriculum.

Social Emotional Learning (SEL) plays a crucial role in developing students' emotional intelligence, social skills, and overall well-being. SEL focuses on five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Integrating SEL into English Language Teaching (ELT) aligns these competencies with language learning objectives, fostering improved communication skills and holistic student development. Research indicates that SEL enhances emotional and academic outcomes, increasing student motivation, self-confidence, and peer relationships. In ELT settings, SEL supports a positive learning environment by addressing students' emotional needs, which boosts engagement and reduces anxiety. Despite its benefits, SEL integration faces challenges such as curriculum constraints, limited time and resources, and varying levels of teacher preparedness. Effective integration requires balancing SEL with language goals, providing adequate professional development for teachers, and addressing diverse student needs. While integrating SEL into ELT poses challenges, it promotes resilience, a growth mindset, and better communication skills, contributing to overall student success. To fully capitalize on SEL, educators need ongoing training, and policymakers should support SEL within educational standards. Collaborative efforts among educators, researchers, and policymakers are essential to develop and sustain effective SEL practices, creating a more engaging and supportive learning environment for students. This paper focuses on the opportunities and challenges of the integration of SEL in ELT. Keywords: Social Emotional Learning, ELT Classroom, Opportunities, Challenges

In this presentation I propose children’s literature as an effective tool to teach social emotional learning in the classroom. Social emotional learning has increasingly become a focus in many Canadian schools. Social emotional learning has been defined in many ways but is usually accepted to be a combination of developing children’s abilities to self-regulate their feelings, understand and display empathy and make responsible choices. These are skills that can benefit children in a variety of ways that includes increasing self-esteem, reducing conflicts with peers or family members and developing resiliency. Although social emotional skills like empathy are essential for the adequate moral development of children, there is little communication as to the ways qualities like empathy can become teachable skills. This poses a challenge to classroom teachers who are not receiving training or professional development from Social Emotional Learning organizations or research bodies but wish to incorporate elements of the theory into their existing practice and routines. Although some organizations offer scripted lessons and programming to be used in the classroom, programs alone may not be enough. Locally developed resources created for peer-to-peer sharing amongst teachers allow for greater integration and have the added benefit of being customized for each teacher’s unique learning community. This presentation will focus on the integration of social emotional learning at the classroom level using a children’s literature approach. I share some of the resources I have created for this purpose.

The main purpose of this study was to examine how social media addiction, experiential avoidance, and social emotional learning skills of high school students differed according to some demographic variables. The participants consisted of 721 (439 female, 282 male) high school students. Data were collected via Demographic Information Form, Social Media Addiction Scale for Adolescents, Avoidance and Fusion Scale–Youth 8 and Social Emotional Learning Scale for Adolescents. The results of independent samples t-tests and one-way ANOVA indicated significant differences between several demographic variables and social media addiction, experiential avoidance, and social emotional learning skills. Firstly, female students showed higher levels of social media addiction and experiential avoidance than male students. Secondly, students who used social media mainly for leisure and socializing purposes had higher social media addiction and experiential avoidance level but lower social emotional learning skills. Entertainment-oriented platforms such as Instagram and TikTok were associated with higher addiction and avoidance, while communication-oriented platforms such as WhatsApp were related to higher social emotional learning skills. Finally, nighttime use of social media increased social media addiction and experiential avoidance. All findings were discussed in the light of the related literature, and practical implications were provided.

This presented research has three purposes: The first purpose of this study is to examine the power of middle school students' social emotional learning and daily life decision-making skills together as a predictor of their career development. The second purpose is to examine the career development of middle school students according to gender. Third purpose is to examine the career development of middle school students according to targeted high school type. The research group consisted of 263 middle school students (141 female, 116 male, 6 unknown). These students were studying in 3 middle schools in the center of a large city in the northwestern part of Turkey and their ages ranged between 10-15 (X̄=12.31; sd=1.07). The research data were collected by applying the Chilhood Career Development Scale, Social Emotional Learning Scale for Adolescents, Daily Life Decision Making Scale and Personal Information Form. The research data were analysed using multiple linear regression analysis, t test, and one-way ANOVA. The research results showed that middle school students' social emotional learning and daily life decision-making skills scores together accounted for a significant proportion of the variance 0.19% of the career development scores of middle school students. The results showed that the career development score mean of students targeted Anatolian high school were higher than those aiming for science high school and vocational and technical high school. There was not significantly differences in career development scores of the students according to gender. The research results were discussed based on the relevant literature, provided important implications for the theoretical and practical literature on career development, social emotional learning and daily life decision-making skills and suggestions were presented for future theoretical and practical research.

Children with neurodevelopmental disorders often have social–emotional difficulties. Serious games can be used to support their social–emotional learning. This study investigated if 6–10‐year‐old children with autism spectrum condition, attention deficit hyperactivity disorder and developmental language disorder would improve their emotion discrimination skills by playing a serious game. Intervention ( n = 30) and control groups ( n = 20), comprising children with neurodevelopmental disorders, and a group of typically developing (TD) age peers ( n = 106), completed six emotion discrimination tasks. ABA research design was applied in this study. Prior to the game intervention, children with neurodevelopmental disorders were significantly delayed in relation to their TD age peers in all tasks. After playing the game for two months, the children in the intervention group had significantly improved their emotion discrimination skills in four tasks, whereas the control group had significantly advanced in only one task without practice. Intervention gains were maintained at the one‐month follow‐up. Parents reported that the children in the intervention group somewhat improved their emotion recognition and behavioural skills in daily life in comparison to the control group. Implications for practice are discussed. Practitioner notes What is already known about this topic Children with neurodevelopmental disorders often exhibit various social–emotional symptoms. Within the field of social–emotional learning, many serious games have a narrow focus on specific skills, and they often only provide possibilities for observing target behaviours, not actual skill training. There are mixed results on the efficacy of game‐based interventions targeted at improving social–emotional skills. What this paper adds The Emotion Detectives game used in this study offers a well‐designed learning environment that provides adaptive learning and feedback systems. The participating children's social–emotional skills were assessed with versatile methods and via triangulation. Intervention with the Emotion Detectives game helped to decrease some emotion and behavioural symptoms of the players. Implications for practice This study provides information about the efficacy of a web‐based game that is freely available for supporting children's social–emotional learning. Improvements in emotion discrimination and recognition, as well as behavioural skills, can be gained by playing serious games. For optimal intervention outcomes, multimodal training should be utilized in serious games targeting social–emotional learning.

Background: The maturational period from age 10 to 14—often referred to as very young adolescents (VYAs)—represents a dynamic period of learning and neurobehavioral development as individuals transition from childhood to adolescence. This developmental period presents a window of opportunity for strategic investment to improve trajectories of health, education and well-being among young people. More specifically, neurodevelopmental changes during pubertal maturation influence neural circuitry involved in processing emotions, risks, rewards and social relationships. Technology can be leveraged to create social emotional learning experiences for VYAs and provide opportunities for flexible, distance learning in low-income countries. The aim of this study protocol is to detail how insights from developmental science can be used to inform the intervention design, implementation and evaluation of a distance learning, social emotional learning intervention for VYAs.Methods: This study will be delivered to 500 VYAs in Temeke District, Dar es salaam. Study participants will watch culturally-relevant, animated videos on social emotional mindsets and skills and content will be paired with experiential learning activities over a period of 10 weeks. A nested smart-phone based study will practice learning social emotional skills and mindsets through engagement with multi-media material via the WhatsApp messenger application. Surveys and in-depth interviews will be administered to adolescents, their parents/caregivers and teachers before and after the intervention to evaluate the effect of the intervention on study outcomes.Discussion: This study is among the first to provide results on how to effectively design a distance-learning intervention to promote social emotional learning and identity development within a low-resource context. The findings will provide substantial evidence to inform new intervention approaches that are effective in low-resource contexts and strategies to reach scale among similar programs invested in leveraging technology to support adolescent health and development.Clinical Trial registration: Study registered with ClinicalTrials.gov. Identifier number NCT0445807.

Social-emotional skills (SES) are an important aspect that needs to be developed in the learning process. However, in practice, they often receive less attention in science learning activities. This study aims to analyze the improvement of students' social-emotional skills through the implementation of the Project-Based Learning (PjBL) model on the topic of light and optical instruments. The research method used is Classroom Action Research (CAR) based on the John Elliot model, with the research subjects being 33 students of class VIII B at SMPN 3 Sumber. The study was conducted in two cycles, each consisting of three meetings with the stages of planning, action, observation, and reflection. Data were collected through observation and peer assessment. The results showed an increase in the average percentage of SES from 24.7% (Not Yet Developed category) in the pre-cycle to 46.1% (Beginning to Develop category) in cycle 1, and a significant increase to 77.9% (Well Developed category) in cycle 2. The highest improvement occurred in the relationship skills domain, with an increase of 57.1%. This study proves that the implementation of the PjBL model is effective in enhancing students' social-emotional skills and can serve as an alternative learning approach that not only focuses on academic aspects but also on holistic character development.

The current study aims to examine the association between high school students’ social–emotional learning (SEL) skills and their use of social media, as well as to explore potential variations based on certain variables. The research utilized relational and comparative survey methodologies, with 325 high school students participating. Data were gathered through the administration of the “Social Emotional Learning Scale” and the “Social Media Use Scale.” Analytical techniques such as t-tests, ANOVA, and Pearson correlation coefficient were applied to analyze the collected data. The results indicate a slight, adverse connection between the social–emotional learning abilities of students and their utilization of social networking sites. Furthermore, the research revealed that the average ratings for both social–emotional learning abilities and social media usage were moderate. Additionally, no significant differences were observed in social–emotional learning skills and social media use based on gender or grade level.

<title>Abstract</title> <italic>In the context of growing concerns over learners’ mental health and disengagement in test-driven environments, there is an urgent need to reimagine assessment as a catalyst for holistic development. This study examined the impact of integrating Social-Emotional Learning (SEL) competencies into classroom assessment on pupil well-being, academic engagement, resilience, and mental health outcomes in basic schools across Ghana. Conducted in six public schools from three geographically diverse regions (urban, peri-urban, and rural), the study utilized a pre-test/post-test control group design involving 360 pupils aged 10–15 years. Participants were randomly assigned to either an intervention group (n = 180), which received SEL-integrated assessment practices, or a control group (n = 180), which continued with traditional assessments. Standardized psychometric instruments the MHC–SF, SEI, CD-RISC-10, and DASS-21 were used to assess key outcomes at two time points. Results showed significant improvements in overall well-being in the SEL group (F(1, 357) = 15.62</italic> , p <italic>&lt; .001, η² = 0.08</italic> , d <italic>= 0.57), with increases across emotional (η² = 0.07), social (η² = 0.06), and psychological (η² = 0.07) subdomains. Regression analysis indicated that SEL exposure significantly predicted higher well-being (β = 0.42</italic> , p <italic>&lt; .001</italic> , R² <italic>= 0.24), with stronger effects among females (β = 0.19</italic> , p <italic>= .045). Academic engagement also improved substantially (F(1, 357) = 18.74</italic> , p <italic>&lt; .001, η² = 0.09</italic> , d <italic>= 0.61), with gains in cognitive (β = 0.37), behavioral (β = 0.35), and emotional (β = 0.40) engagement (</italic> R² <italic>= 0.26). Teacher–pupil relationships (β = 0.38) and peer collaboration (β = 0.36) were also significantly enhanced. Regarding resilience, the SEL group scored higher overall (F(1, 357) = 10.45</italic> , p <italic>= .001, η² = 0.06</italic> , d <italic>= 0.49), particularly in emotional regulation (β = 0.33), adaptability (β = 0.32), and confidence under pressure (β = 0.38). Most critically, SEL-integrated assessment significantly reduced pupils’ mental health symptoms, including stress (F = 10.83, β = -0.34), anxiety (F = 11.67, β = -0.36), and depression (F = 12.90, β = -0.38), with an overall reduction in emotional distress (F(1, 357) = 12.78</italic> , p <italic>&lt; .001, η² = 0.07</italic> , d <italic>= 0.52). Resilience was found to significantly moderate the relationship between SEL exposure and improved mental health (β = -0.31</italic> , p <italic>= .004</italic> , R²Δ <italic>= 0.05). These findings affirm the transformative power of embedding SEL competencies into assessment practices, offering robust evidence for policy adoption in Ghana’s basic education system under SDG 4.7. The study recommends teacher training and systemic alignment to foster holistic development across cognitive, emotional, and psychosocial domains.</italic>

BackgroundInterest in social-emotional skills in the context of school maladjustment is growing, and social-emotional learning can help develop such skills. Second Step is a social-emotional skills approach prevalent in several countries. In Asian countries, including Japan, preventive interventions for school maladjustment in young children are scarce, and their effectiveness is not adequately validated. This study examines the effectiveness of the social-emotional learning “Second Step program” among children aged 4 to 5 years.MethodsIn 2022, the Second Step program was implemented on a class-by-class basis for children aged 4 to 5 years enrolled in middle grades of a kindergarten in Japan. The program included 25 sessions, each lasting one hour on average, approximately once a week. To test the effectiveness of the program, kindergarten teachers assessed the children’s social skills. Parents assessed their children’s behaviors. Data of 73 children in the intervention group and 91 in the control group were analyzed. The intervention group participated in the Second Step program, while the control group did not participate in any program. Evaluations were conducted before and after the intervention program.ResultsChildren in the intervention group displayed significantly greater assertiveness, self-control, and cooperation scores following program implementation compared with those in the control group. They also showed significantly lower scores on behavioral problems compared with those in the control group and before the program. The intervention had a meaningful impact on both social competencies and behavioral outcomes. Specifically, the effect sizes for social competencies in the intervention group were moderate to large, reflecting substantial improvements.ConclusionsThe social-emotional learning Second Step program implemented on a classroom basis may be effective in early childhood. An early approach targeting kindergarten-aged children is necessary to prevent school maladjustment.

The sport education model (SEM) is one of the most extensively studied curriculum models in physical education. The five core social–emotional learning (SEL) competencies are fundamental to students’ holistic development. The current systematic review with meta-analysis sought to map the connections between empirical research evidence on the SEM and the five competencies of SEL, as well as to investigate the effects of SEM-based interventions on SEL-related learning outcomes. A total of 45 studies met the inclusion criteria. A systematic review highlighted the impact of SEM-based interventions in enhancing five social–emotional competencies. A significant overall effect ( g = 1.18, 95% confidence interval [0.55, 1.80]); z = 3.69, p &lt; .001) was detected. Moderate to large effects on each SEL competency were identified. School level, lesson duration, type of sport, and experimental design could potentially moderate the influence of SEM-based interventions. SEM-based curricula are effective in improving SEL competencies.

NEP 2020 emphasizes Social and Emotional Learning (SEL) is important to develop holistic student development, creating compassionate and rational citizens. This paper is a qualitative research review article with objective-wise content analysis that reflects to develop social-emotional skills in the students at Higher Educational Institutes with the objectives to integrate and implement through specific activities, strategies and techniques in the curriculum, it also focuses on reflective practices to explore and elaborate with the practical hands-on learning application and examples to develop higher order thinking, reasoning, critical thinking, positive attitude, problem with divergent resolutions and foster a supporting learning environment in the students life that “Problem is not with the problem rather problem is with the perception of the problem in the life ”-How an individual perceives the problem in the life?(minor or major) his thinking ability for the problem resolves the complications that include mindfulness-based training to enhance problem solving ability in life with these five-core social-emotional learning (SEL) domains like self-awareness, self-management, social awareness, relationship skills, and responsible decision-making with the challenges in implementing at the higher educational institutes to develop social emotional skills and outcomes of social emotional learning in the students at higher educational institutes. NEP 2020 policy integrates SEL to the teachers with professional development and training to incorporate SEL into their classrooms to their students, manage their own emotions, and develop SEL skills in the students to enhance academic performance, improve their own well-being, and equip them to withstand for life's challenges.

Children’s literature is an essential channel for providing children with social-emotional skills. This is particularly so in diverse and segregated societies where the need for enhancing awareness and acceptance of the Other is acute. Based on the content and semiotic analysis of 25 titles included in the state program “March of Books,” the present study examines how, if at all, social-emotional skills are reflected in the Hebrew-language children’s literature in Israel. Since the selected titles reflect all skill categories determined by the Collaborative for Academic, Social, and Emotional Learning (CASEL), the findings indicate that these selected titles can support children’s social-emotional learning (SEL). Nevertheless, the selected titles lack focus on a specific category within each text. Moreover, in a manner typical of Jewish-Israeli education, the selected titles expose young readers to their specific cultures and others through translated literature that highlights gender, Jewish-ethnic, physical, and age equality. At the same time, the selected titles tend to marginalize the culture of the Arab minority. The article concludes that education programs seeking to promote SEL through children’s literature must balance all SEL categories, represent the learners’ social differences, expose the readers to other cultures, and inculcate pluralist values.