Social and Emotional Learning: A Principled Science of Human Development in Context

By Stephanie M. Jones, Michael W. McGarrah, Jennifer Kahn. Educational Psychology, 2019

154 citations recorded by the source corpus.

Decades of research and practice in social and emotional development have left us with a body of knowledge that tells us that (1) social, emotional, and cognitive development are intertwined in the brain and in behavior and influence school and life outcomes; (2) social, emotional, and cognitive skills and competencies grow in supportive relationships and are influenced by experience and context; and (3) there are programs and practices that have been shown to be effective in supporting these skills and competencies. The science of social and emotional learning is distinct in that it represents a blend of the developmental and applied sciences. In this article, we summarize a key framework that has guided much of the research and practical work of social and emotional learning, and we synthesize the major areas of research that have propelled the field forward. We then turn to what’s next, describing and illustrating 4 essential principles that should guide work in the future.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c9bc3f6fbfb53186e9b80298dbb1f9b5281eec32

How researchers see this paper

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

In Clinical Psychology

1. K. Schonert-Reichl
2. Jaana Juvonen
3. E. Klonsky
4. Dorothy Espelage
5. S. Graham
6. J. Chin

In Developmental and Educational Psychology

1. K. Schonert-Reichl
2. Jaana Juvonen

In Education

1. K. Schonert-Reichl
2. Jaana Juvonen
3. Jochen Peter
4. Patti M. Valkenburg

Citations in the corpus

• Promoting Social Inclusion in Educational Settings: Challenges and Opportunities (2019, background): “Such equity-focused iterations (see Jones et al., 2019) of the program explicitly introduce issues of power, prejudice, and discrimination (Jagers, Rivas-Drake, & Borowski, 2018; Jagers, Rivas-Drake, & Williams, 2019).”
• Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon (2019, background): “…predicts not only success in school (e.g., Oberle, Schonert-Reichl, Hertzman, & Zumbo, 2014) but also a range of important outcomes in late adolescence and adulthood, including physical health, substance dependence, and overall well-being (e.g., Jones et al., 2019/this issue; Moffitt et al., 2011).”