Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation

By Eva Oberle, C. Domitrovich, Duncan C. Meyers, R. Weissberg. Social and Emotional Learning, 2016

262 citations recorded by the source corpus.

Abstract Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic approach to implementing SEL school-wide is introduced. It is argued that school-wide SEL maximises the benefits of SEL programming by becoming the organising framework for fostering students’ potential as scholars, community members, and citizens. Further, a Theory of Action (ToA) developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) is presented that serves as a blueprint for implementing systemic SEL in schools. Potential challenges and barriers involved in moving toward school-wide SEL implementation are considered and discussed.

Subfields: Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/607c375ebdfeb25e5115c41cad5ddbaee1c5db02

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Dustin Miller
2. Citlali E. Molina
3. Belinda Gimbert
4. P. Tolan
5. Meghan Breedlove
6. George G Bear
7. Emily Herman
8. Katherine M. Ross

In Safety Research

1. P. Tolan
2. George G Bear
3. Katherine M. Ross

Citations in the corpus

• Social Emotional Learning in Schools: The Importance of Educator Competence (2021, background): “…teaching and learning context, educators are willing to take risks, expose their teaching practices to observation and constructive feedback, and are more likely to respond proactively to new ideas about how to improve their instruction (Cook, 2006; Mahfouz et al., 2019; Oberle et al., 2016).”
• Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample (2018, background): “…communicate, work well with peers, and build meaningful relationships; and (e) responsible decision-making or the ability to make plans for the future, follow moral/ethical standards, and contribute to the well-being Ross and Tolan 1173 of others (Oberle et al., 2016; Payton et al., 2000).”
• Multilevel Associations Between School-Wide Social–Emotional Learning Approach and Student Engagement Across Elementary, Middle, and High Schools (2018, background): “…context, this systemic approach introduces and maintains effective SEL programming for all students and moves schools away from piecemeal and fragmented approaches of SEL to one that is comprehensive and coordinated in both planning and implementation (Greenberg et al., 2003; Oberle et al., 2016).”