Social and Emotional Learning in Schools: From Programs to Strategies and commentaries

By Stephanie M. Jones, Suzanne M. Bouffard. 2012

453 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/0534d0bbe5b23fb7dcf366dacfdfe39eb573c77d

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In Clinical Psychology

In Education

Citations in the corpus

Malleability, plasticity, and individuality: How children learn and develop in context1 (2019, background): “Integrated instructional design successfully combines affective, cognitive, social, and emotional processes with curricular content, and promotes academic growth (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; S. M. Jones & Bouffard, 2012; Osher et al., 2016).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “…designs that support learner-centered instruction and learning environments that successfully integrate affective, cognitive, social, and emotional processes with curricular content accelerate the developmental range of students (Hammond, 2016; Jones & Bouffard, 2012; Osher et al., 2016).”
Social Emotional Learning in Schools: The Importance of Educator Competence (2021, background): “Educators who are good at self-management are more likely to display positive affect and higher job satisfaction (Brackett et al., 2012; Jones & Bouffard, 2012).”
Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “It claimed that SEL should be integrated into the daily lives of children (Jones & Bouffard, 2012).”
An Examination of the Efficacy of Insights in Enhancing the Academic and Behavioral Development of Children in Early Grades. (2014, unknown): “They include the recognition and management of emotions, appreciating the perspectives of others, initiating and maintaining positive relationships, and using critical thinking skills to make constructive decisions when interpersonal dilemmas occur (Elias et al., 1997; Jones & Bouffard, 2012).”
Working with ‘Social and Emotional Aspects of Learning’ (SEAL): associations with school ethos, pupil social experiences, attendance, and attainment (2014, background): “Jones and Bouffard (2012) make the crucial point that social and emotional competencies develop within the context of social relationships, not just at home, but also at school.”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, methodology): “Despite this shared notion, SEL often does not receive the necessary amount of time and resources it requires in schools and classrooms (Jones & Bouffard, 2012).”
Implications for educational practice of the science of learning and development (2019, background): “Identifying common ingredients that are shared across effective programs and integrated into schools’ normal routines (e.g., class meetings) and daily pedagogical practice can support a more integrated approach (Jones & Bouffard, 2012).”
Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools (2018, background): “Although these two general strategies of the schoolwide SEL approach are considered grounded in research on how students’ SEL skills develop and how program implementation works, empirical studies supporting their application are lacking (Jones & Bouffard, 2012).”