Social and emotional learning: Reporting a system approach to developing relationships, nurturing well-being and invigorating learning

Schools are turning to research-based social emotional learning (SEL) practices to improve student achievement and school progress. Research to support SEL implementation, however, has lagged behind outcomes-based evaluations, often resulting in poor SEL program quality and fidelity. This mixed methods study explores SEL implementation at a high-needs high school to determine the extent the program’s implementation adhered to the identified model. The findings indicate the study school only minimally implemented the evidence-based model due to barriers also cited in peer-reviewed research and, therefore, the evidence-based program was not implemented as intended. This study validates the need for research to shift attention from efficacious outcomes-based studies toward establishing best implementation practices to ensure interventions are transferred and implemented with fidelity. Doing so should strengthen adherence to evidence-based models, improve the overall quality of SEL program implementation, and increase the likelihood of achieving the desired outcomes attributed to SEL program implementation. Impact Statement Currently the lack of evidence-based SEL implementation practices places schools interested in SEL at risk of poor program implementation in their unique settings. The findings in this study indicate there is a need to develop evidence-based SEL program implementation practices to support implementation in a context-specific manner that produces the desired outcomes, particularly in schools serving diverse student populations focused on closing race and income-based achievement gaps.

Inclusive classrooms provide new opportunities for group membership and creation of effective learning environments. In order to facilitate the success of inclusion as an approach and philosophy, it is important that all class members as well as their teachers develop the skills to understand one another, and to communicate and work together effectively. Social emotional learning (SEL) is aimed at developing these skills and is generally defined to involve processes by which individuals learn to understand and moderate their own feelings, understand the feelings of others, communicate, resolve conflicts effectively, respect others, and develop healthy relationships. These skills are important to both children with disabilities and to those without, in terms of overall social development, perceptions of belonging, and promotion of overall mental wellness, as well as mitigation of the development of mental illness. Research suggests that SEL programming has the potential to effectively enhance children’s academic, social, and relational outcomes. Moreover, teachers who teach SEL in their classrooms have also demonstrated positive outcomes. Despite these encouraging findings, implementation of SEL has been hampered by some limitations, including the lack of a consistent definition—a limitation that in turn affects research findings; lack of teacher education in SEL, which erodes confidence in the fidelity of implementation; and concerns that current SEL programs are not sensitive to cultural differences in communities. Together, the strengths and limitations of SEL illuminate several policy implications regarding the most advantageous ways for SEL to contribute to the success of inclusion in classrooms and schools.

Social and emotional learning is motivated by the belief that it is not enough for students to only develop their academic abilities. However, social and emotional aspects must also be developed. Various research results show that social-emotional competence plays an important role in learning and success in one's life. As an educator who is directly related to participants in school, he can see the low learning motivation of students as a result of the lack of implementation of social emotional learning carried out in classroom learning. This study aims to motivate students in learning through emotional social learning. This research uses library/literature research where data is obtained from literature reviews of various relevant journals, book reviews and others. Data after review will be concluded according to the problem being studied. The aim of the research is to provide understanding and knowledge about social emotional learning in learning to be able to increase students' motivation in learning. Data collection was carried out by looking for various literature studies, articles/journals that were relevant to the title of the study under study..

The focus of this special issue is on identifying factors that predict a school’s likelihood of high implementation of social– emotional learning (SEL) interventions. In this case, these factors are interpreted as readiness to implement. Implementation readiness is defined by the editors as the capacity to implement an evidence-based intervention (EBI) effectively. Though not stated explicitly, readiness in this definition seems to be a characteristic of the implementers (i.e., teachers or school). The model proposed by the editors and reflected to varying degrees by each of the seven studies involves documenting variables of teachers, classrooms, and schools that are predictive of high-quality implementation and using those variables to create readiness profiles and tailor implementation supports. SEL programs have demonstrated convincing efficacy for improving the social and academic development of children (Durlak et al. 2011). As practitioners and policy makers become more convinced of the fundamental importance of SEL as a foundation for quality education and child development, the challenge of effectively scaling SEL programs and practices is becoming more critical and timely. This special issue addresses an important empirical question: Can we identify factors that represent Breadiness^ of a school (and its teachers and classrooms) to adopt an SEL program and deliver it with sufficient quality and fidelity to reproduce the improvements in social and academic outcomes demonstrated in controlled trials? The seven SEL implementation studies presented in this special issue depict a complex picture of delivering SEL programs in schools and assessing both implementation and impact. As a result, across these seven studies, and other similar studies, we arrive at a long laundry list of variables that may influence implementation quality, fidelity, and reach (which may in turn potentially impact program effects and sustainment). So what can be made of the complex readiness model characterized across these seven studies? The collective body of SEL implementation research, exemplified in the articles of this special issue and more broadly, addresses both academic (i.e., for the sake of increasing our generalizable knowledge) and utilitarian (i.e., for the practical advancement of the scaling of SEL practice in schools) ends. Though these are sometimes overlapping goals simultaneously advanced, for the sake of clarity and space, this commentary will primarily address the practical and pragmatic value and lessons of this special issue, with admittedly less attention paid to issues of methodology, analytic techniques, or study designs. Considering the lessons we can draw across these seven SEL implementation studies, we might start with the end in mind: what could we do if we arrived at a clear list of the most important predictors of high(or low-)quality implementation? It is a herculean task to elucidate the characteristics of social–emotional development and subsequently use that knowledge to craft an intervention intended to promote such development. To further demonstrate, in the context of a rigorous experimental trial, that such an intervention can produce (both statistically and practically) significant improvements relative to a control condition is equally challenging, and not accomplished without a commitment to sound theory and a solid understanding of the school and classroom context (Flay et al. 2005). So the achievement of each of these programs in demonstrating efficacy must be recognized. Taking such * Brian K. Bumbarger bkb10@psu.edu

Despite the importance of social-emotional learning (SEL) for students, programs that promote SEL are scarce in Lebanon. The absence of a definition of the concept of SEL in the country has contributed to this void. Hence, this study has examined principals’ and teachers’ perceptions of SEL and its impact on students’ academic achievement in schools in Lebanon. Qualitative data was collected through interviews from eight principals and 22 teachers from schools in Lebanon that implement SEL. The findings suggest that educators have a positive attitude towards SEL and its impact on students’ academic achievement. Even though the Lebanese curriculum does not provide established programs for SEL, the results showed that these programs are developed on individual basis by the school staff in the form of classroom activities, extracurricular activities, plays, reflections, and more. Nevertheless, these services are preliminary in nature and vary in scope in each of the participating schools. The current study provides insight into the importance and implementation of SEL in schools in Lebanon.

Research has pointed to the utility of examining psychological factors among early childhood educators in understanding psychosocial development as well as social emotional learning (SEL) in young children. Time perspective, which refers to feelings and thoughts about time, may be an important psychological factor to promote positive outcomes in children, adolescents, and adults especially when it is approached multidimensionally. However, this construct has yet to be examined among teachers in relation to SEL. This qualitative study explored time perspective with two early childhood teachers who designed and led instruction focused on LEGO robotics in an after-school program for 4-, 5-, and 6-year-olds (N = 11). Structured interviews and noticing interviews were conducted with these teachers to understand their perceptions and approaches to time and to identify ways it was used to facilitate SEL. The teachers’ time perspectives were analyzed in terms of how they were integrated within and integral to their SEL practices. Results indicated that the teachers’ individual approaches to time played a critical role in shaping their pedagogical strategies, particularly in their implementation of SEL. These findings further refine the roles that time perspectives of teachers play in facilitating SEL for early learners.

Adventure-based Learning (ABL) is a sequence of highly structured physical activities and periods of reflection (i.e., debriefs) with the aim to promote personal and social development (Cosgriff, 2000). ABL has been used as a synonym in describing Adventure Education or adventure programming conducted within physical education (PE) programmes (Dyson & Sutherland, 2014). ABL has been shown to have a positive effect on intrapersonal and interpersonal relationship skills (IIRS) amongst students, such as enhanced leadership skills, patience, and working with others (Passarelli, Hall, & Anderson, 2010; Quezada & Christopherson, 2005). Adventure youth camps have also shown positive results in regard to promoting IIRS (e.g., improving self-esteem and friendship) among adolescent populations (Thurber, Scanlin, Scheuler, & Henderson, 2007). Within PE settings ABL has the potential to help students develop IIRS (Cosgriff, 2000; Dyson, 1995; Sutherland & Stuhr, 2014), yet our knowledge regarding student outcomes from ABL within structured PE is limited, reflecting a paucity of research in this area. This qualitative case study aimed to narrow this research gap through an investigation of middle school students' perceptions of their IIRS while involved in a 15-lesson ABL unit of instruction during PE. Conceptual framework The social emotional learning (SEL) literature was used to help frame this study and as a means to connect the importance of using ABL to promote IIRS. According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), SEL is the ability to problem solve, make responsible decisions, manage one's emotions, and build positive relationships with others (Collaborative for Academic, Social, and Emotional Learning, 2013). The study of SEL has risen since the 1990s and as such, many researchers believe SEL should be an integral part of the educational experience provided to our youth (Hoffman, 2009). The primary reason to teach and promote inclusion of SEL experiences within school is to help students acquire social skills (Cohen, 2006). SEL also plays a role in student academic success (Elias, Zins, Graczyk, & Weissberg, 2003). Specifically, CASEL has successfully examined and found advantages of using evidence-based SEL programmes to promote academic success within schools (CASEL, 2013). SEL instruction has also had positive effects on health, citizenship, IIRS, and improved happiness (Zins & Elias, 2006). Why use SEL to frame a study in ABL? There are similarities between the use of an ABL curriculum and SEL instruction that provide sound rationale for using the latter to frame this study. Studying ABL outcomes through the lens of SEL is supported by commonalities between these two types of programming. For example, the philosophical foundation of ABL is predicated on students learning how to develop community, cooperation, trust, and problem solving abilities (Frank, 2013), a commonality shared, and proven to be enhanced through SEL instruction (Zins & Elias, 2006). ABL and SEL specifically focus attention on the affective domain of learning and student learning outcomes associated with IIRS. Theoretically, both types of programming are designed to create community within the classroom and provide students with opportunities to work through issues of conflict (Cohen, 2006; Frank, 2013). ABL and SEL place high importance on providing students with the opportunity to talk and reflect on social-emotional experiences (Cohen, 2006; Stuhr & Sutherland, 2013; Zins & Elias, 2006). Other characteristics seen in ABL and SEL include the focus on creating emotionally safe, caring, and inclusive classroom environments in order to create ideal learning conditions for students (Cohen, 2006; Stuhr, Sutherland, Ressler, & Ortiz-Stuhr, in press). Thus, ABL can be seen as a type of SEL programme that focuses on promoting social and emotional competencies. …

Social emotional learning is a overall human development and it provides a platform for quality of learning. Emotional intelligence is most important topic in the research it emphasizes the individual emotions in all places. This paper reveals that the role of social emotional learning on emotional intelligence of IX standard student’s. The subjects of the research are 45 students’ from secondary schools in Puducherry region. Normative survey method was adopted for the investigation. The sample was taken by employing stratified random sampling technique. Social- emotional learning scale constructed and validated by the investigator and emotional intelligence scale constructed and standardized by Anukool Hyde, Sanjyot Pethe and Upinder Dhar. for collecting the data. The data were analyzed by using descriptive analysis, differential analysis and correlational analysis techniques. The major findings was that the level of social emotional learning and emotional intelligence of IX standard students’ is average and there is a significant difference between social emotional learning of IX standard students’ with regard to Gender, Locality, Type of school and there is a significant difference between emotional intelligence of IX standard students’ with regard to Locality, Type of school , there is no significant difference between emotional intelligence of IX standard students ‘Gender.

Social emotional learning (SEL) fosters students’ emotional intelligence and social skills, and research supports the relationships between SEL and academic outcomes. Despite schools implementing SEL as required by state policies, the manner of presentation is critiqued for its relevance to students’ cultural complexities. This qualitative study examined the nuances of SEL implementation and its relevance for minoritized students in a sample of SEL school leaders. Among the themes identified were: challenges related to integrating SEL as Tier 1 interventions; shortcomings in assessing student needs and SEL outcomes; buy-in and capacity challenges with teacher interventionists; and the larger context of implementing SEL amid communities’ mixed political views about SEL and equity/inclusion efforts. Implications for using SEL to improve diverse students’ academic outcomes and well-being are discussed.

The model of the HyFlex Learning Ecosystem is with social emotional learning to enhance digital emotional intelligence. The concept is based on the integration of digital learning ecosystems. HyFlex Learning and social emotional learning this research has the objective (1) To study and synthesize the conceptual framework of The HyFlex Learning Ecosystem with Social-Emotional Learning to Enhance Digital Emotional Intelligence. (2) To develop model of The HyFlex Learning Ecosystem with Social Emotional Learning to Enhance Digital Emotional Intelligence. (3) To study the suitability of The HyFlex Learning Ecosystem with Social Emotional Learning. Research hypothesis: The suitability of the model of The HyFlex Learning Ecosystem with Social Emotional Learning is at a very high level. The participants in this research include seven experts from various institutions, all of whom are specialized in the design and development of instruction models and instruction systems. The results, which are in consistence with the expectation of the researchers, show that (1) This research can serve as a guideline for developing a flexible integrated learning ecosystem that can enhance digital emotional intelligence, consisting of a 6-step social emotional learning process, integrated with the digital learning ecosystem and HyFlex Learning. (2) the overall suitability of the development to the model of the HyFlex Learning Ecosystem with Social Emotional Learning to Enhance Digital Emotional Intelligence (Overall composition) It is at a very high level (Mean = 4.98, S.D. = 0.06, IR = 0.00, Q.D. = 0.00), and (3) Overall, In conclusion, The results of the evaluation certify the suitability of using the model of HyFlex Learning Ecosystem with Social Emotional Learning to Enhance Digital Emotional Intelligence is suitable for actual use at a very high level (Mean = 4.79, S.D. = 0.57, IQR = 0.00, Q.D. = 0.00).

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

The aim of this study is to examine the effect of social emotional learning and emotional intelligence (EI) on self-esteem in students. The study was conducted with a sample group of 236 voluntary participants from university students. The data were collected with the Social Emotional Learning Scale (SELS), Rosenberg Self-Esteem Scale (RSE) and Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF). Mean, standard deviation, minimum-maximum-median, Mann-Whitney U, Spearman correlation analysis and linear regression analysis were used to analyze the data. According to the results obtained, students' social emotional learning, emotional intelligence and self-esteem differ according to age variable. In all three measures, the scores of students aged 21 and over were significantly higher than those of students aged 20 and under. In addition, a moderate relationship was found between social emotional learning and self-esteem, and between social emotional learning and emotional intelligence. There is a strong relationship between self-esteem and emotional intelligence. The model established in the study explains approximately 51% of students' self-esteem. Although age and social emotional learning were found to be a factor affecting self-esteem in univariate analysis, they lost their significance in multivariate analysis. However, emotional intelligence continues to maintain its effect.

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.

Purpose : This study explored how adventure education (AE) can promote social emotional learning (SEL) outcomes in middle school physical education. Method : One hundred forty-four middle school students participated in a 5-day AE unit targeting SEL competencies: social awareness, self-management, and relationship skills. Data were collected via formative and summative assessments, student reflections, and classroom observations then analyzed using collaborative thematic analysis. Results : Findings were categorized by SEL competencies based on the Collaborative for Academic, Social, and Emotional Learning framework. Students demonstrated growth in social awareness, self-management, and relationship skills. Subcompetencies included empathy, respect, impulse control, social engagement, and teamwork. Students often connected AE experiences to broader life contexts. Discussion/Conclusion : The study supports that SEL can be intentionally taught and assessed in physical education. When integrated with AE, SEL fosters meaningful learning and student engagement. Embedding SEL across instructional models may support holistic, long-term development in physical education.

This study presents a bibliometric analysis of research on the relationship between Social Emotional Learning (SEL) and Second Language Acquisition (SLA). It explores publication trends, emerging research themes, influential authors, and geographical contributions to the growing intersection of emotional learning and language acquisition. A systematic search of Scopus, Web of Science, Google Scholar, and ERIC identified peer-reviewed journal articles and conference papers published between 2000 and 2025. The findings reveal a growing body of work emphasizing SEL’s role in enhancing SLA outcomes, particularly through emotional factors such as language anxiety, motivation, and learner engagement. Key contributors include the United States, United Kingdom, and China, with leading scholars such as Zoltán Dörnyei, Patricia A. Alexander, and Lauri R. MacIntyre. Keyword co-occurrence analysis highlights central themes including emotional intelligence, self-regulation, and classroom engagement. This analysis offers insights into how SEL strategies support emotional resilience and language learning while identifying directions for future research across diverse cultural and digital learning environments.