The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.

This book explores the importance of social and emotional learning (SEL) in schools to foster supportive environments and good relationships. It presents research from nine different countries with discussion of how teachers, student teachers and policymakers can ensure successful SEL at school. The book stresses the importance of social and emotional learning to allow students to become more autonomous and active in their own learning and presents very innovative ways of learning and teaching the skills. It makes the case for understanding the processes of how SEL can develop and how it can work in different cultural contexts, considering different challenges of implementing SEL within the school context. The chapters draw on theoretical discussions illustrated by practical examples and explore the role of teacher training in SEL and how SEL can be applied within the school curriculum. Discussing an increasingly important topic in the field of education around the world, this book will be of great interest to academics, researchers, educational leaders and university teacher trainers interested in developing social and emotional learning and overall well-being at school. Chapter 6 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International license. Funded by the UIDEF - Unidade de Investigação e Desenvolvimento em Educação Formação - polo UIDEFMH.

In this groundbreaking book, nationally recognized leaders in education and psychology examine the relationships between social-emotional education and school success—specifically focusing on interventions that enhance student learning. Offering scientific evidence and practical examples, this volume points out the many benefits of social emotional learning programs, including: building skills linked to cognitive development, encouraging student focus and motivation, improving relationships between students and teachers, creating school-family partnerships to help students achieve, and increasing student confidence and success.

Social and Emotional Learning (SEL) has been steadily gaining traction in education, but little attention has been paid to its underlying assumptions. In Critiquing Social and Emotional Learning:Psychodynamic and Cultural Perspectives, Clio Stearns draws on qualitative classroom observations, teacher interviews, and analysis of prominent SEL program materials to offer a critique of SEL as a codified phenomenon. Stearns questions undergirding presumptions about children, teachers, and SEL’s interplay with cultural and educational trends. Claiming that SEL participates in cultural demands for “hegemonic positivity,” Stearns illustrates the dangers and undesirable demands of this impossible curricular regime. In particular, Stearns highlights how closeness and understanding in the classroom are repeatedly circumvented and how normative and necessary parts of life like negative affect and interpersonal conflict are disregarded. In Stearns's view, the educational community should not consider children's social and emotional worlds as fair domain for mastery or learning. Instead, we should consider social and emotional education as something without a predetermined endpoint, requiring the joint and ongoing participation of teachers and students

Fostering knowledgeable, responsible, and caring students is one of the most urgent challenges facing schools, families, and communities. Promoting Social and Emotional Learning provides sound principles for meeting this challenge. Students today face unparalleled demands. In addition to achieving academically, they must learn to work cooperatively, make responsible decisions about social and health practices, resist negative peer and media influences, contribute constructively to their family and community, function in an increasingly diverse society, and acquire the skills, attitudes, and values necessary to become productive workers and citizens. A comprehensive, integrated program of social and emotional education can help students meet these many demands. The authors draw upon scientific studies, theories, site visits, and their own extensive experiences to describe approaches to social and emotional learning at all levels. Framing the discussion are 39 concise guidelines, as well as many field-inspired examples for classrooms, schools, and districts. Chapters address how to develop, implement, and evaluate effective strategies. Educators who have programs in place will find ways to strengthen them. Those seeking further direction will find an abundance of approaches and ideas. Appendixes include a curriculum scope for preschool through grade 12 and an extensive list of contacts that readers may follow up on for firsthand knowledge about effective social and emotional programs. The authors of Promoting Social and Emotional Learning are members of the Research and Guidelines Work Group of the Collaborative for the Advancement of Social and Emotional Learning (CASEL).

The burgeoning multidisciplinary field of social and emotional learning (SEL) now has a comprehensive and definitive handbook covering all aspects of research, practice, and policy. The prominent editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. Conceptual and scientific underpinnings of SEL are explored and its relationship to children's and adolescents' academic success and mental health examined. Issues in implementing and assessing SEL programs in diverse educational settings are analyzed in depth, including the roles of school- and district-level leadership, teacher training, and school-family partnerships.

School activities alone are not always sufficient to ensure children’s academic progress or socio-emotional development and well-being. And the time when many children typically have the least adult supervision – immediately after school – is also the time that they are at the highest risk to act as perpetrators or become victims of antisocial behavior. Throughout A Blueprint for Promoting Academic and Social Competence in After-School Programs, which focuses on children in grades 1 through 6, noted experts identify the best practices of effective programs and pinpoint methods for enhancing school-based skills and making them portable to home and neighborhood settings. This volume: (1) Analyzes the concepts central to effective after-school programs. (2) Offers developmental, cognitive, and social ecology perspectives on how children learn. (3) Features more than 100 exercises that develop young people’s capabilities for academic, social, moral, and emotional learning – These exercises are ready to use or can be adapted to students’ unique needs. (4) Emphasizes young people’s development as students and as productive members of society during middle to late childhood and early adolescence. (5) Presents explicit theory and evidence that can be used to explain the value of after-school programs for budget proposals. This important book will find an appreciative, ready audience among the program directors who design after-school curricula, the educators who implement them, the mental health and social work professionals who help staff them, and the current crop of graduate students who will create the next generation of programs.

Universal school-based social and emotional learning (SEL) interventions seek to improve the social-emotional competencies (e.g. self-awareness, self-management, social awareness, relationship skills, responsible decision-making) of students through explicit instruction in the context of learning environments that are safe, caring, well-managed and participatory. In recent years, SEL has become a dominant orthodoxy in school systems around the world. In this important new book, leading researchers provide a comprehensive overview of the field, including conceptual models of SEL; the assessment of social and emotional competence in children and young people; key issues in the implementation of SEL interventions; the evidence base on the efficacy of SEL in improving students’ outcomes; and critical perspectives on the emergence of SEL. It will be essential reading for anyone interested in the role of schools in promoting children's wellbeing. This book was originally published as a special issue of the Cambridge Journal of Education.

Around the globe, there is a growing awareness of the importance of addressing students’ social and emotional development and wellbeing during schooling. Although the bulk of the work in this area has been conducted in North America and Europe, there is now a burgeoning interest in this topic in Australia and the wider Asia Pacific. This book is the first ever to provide a timely and important collection of diverse perspectives on and approaches to social and emotional learning in the Australian and Asia Pacific context. Adopting a broad view of social and emotional learning, the book explores positive psychology, belonging, teachers’ professional development, pre-service training and post-initial training in Australia and in neighbouring communities such as China, Hong Kong, Korea, Singapore, New Zealand, Fiji, and other Pacific nations. "Frydenberg, Martin, and Collie have provided an incredible service by bringing together in a single well planned scholarly volume an incredible and well balanced group of senior and early career cutting edge researchers from Australia, Asia and the Asia Pacific area tackling approaches and key issues of social and emotional learning. Their much needed volume links research on key factors, such as differing perspectives, measurement issues, the identification of at-risk children, teachers' social and emotional development, and these and other across the cultures of an increasingly vibrant and developing geographic region. It is indeed encouraging to gain the sense of depth and breadth of ongoing research that the volume gives. " John Roodenburg PhD FAPS MCEDP MCCOUNSP, Monash University Melbourne "Social and Emotional Learning is understood to be a crucial part of the school curriculum. This book covers the field, with a refreshing focus on work being done in Australia and in neighbouring countries. For school psychologists, the book helps us to understand how SEL can help at every level – from working with individuals, small groups, whole classes, or with the entire school. Our work with vulnerable students, individually or in small groups, is always more effective when embedded in the broader context of Social and Emotional Learning." Paul Bertoia FAPS MCEDP, Senior School Psychologist “This collected volume of researchers from Australia and the Asia-Pacific provides a thorough review of important educational, social, and emotional development issues for practitioners and researchers around the world. Readers will greatly benefit from the breadth and depth of treatment in each of the topics covered.” Kit-Tai Hau, PhD, Choh-Ming Li Professor of Educational Psychology, The Chinese University of Hong Kong.