Social and Emotional Learning

By C. Emery. Developmentally Appropriate Curriculum and Instruction, 2020

238 citations recorded by the source corpus.

It is incumbent upon teachers to educate the whole student—academically, socially, and emotionally—if we are to expect students to benefit maximally from their limited time with us. Building relationships with and among students is key to holistic development. Research by the American Psychological Association suggests that student achievement in school is strongly dependent upon positive teacher-student relationships, and science itself is a communal endeavor, requiring students to build positive student-student relationships. The crux of social and emotional learning is to help students to improve their resilience as learners and to become well integrated, contributing members of society.

Subfields: Education

View Paper: https://www.semanticscholar.org/paper/5f435f293334038d682f6b4257be957dfe7b2c7a

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In Education

Citations in the corpus

Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “Only if SEL is implemented effectively can we expect students to gain the maximum benefits in the form of positive student outcomes (Buchanan et al., 2009; Dix, Slee, Lawson, & Keeves, 2012; Durlak & DuPre, 2008).”
Promoting child and youth resilience by strengthening home and school environments: A literature review (2020, background): “Specifically, student engagement with SEL programs has been linked to greater academic success (Elias, Zins, & Weissberg, 1997; Zins & Elias, 2006), and a meta-analysis by Durlak, Weissberg, Dymnicki, Taylor, and Schellinger (2011), which reviewed 213 SEL programs involving kindergarten to high…”