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Social and Emotional Learning Research Review

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Social and Emotional Learning Research Review

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In the article, "Social and Emotional Learning Research Review", published in Edutopia on November 7, 2012 by Vanessa Vega, she claims that SEL can have a positive effect on children. Vega does this by providing evidence from other articles written about SEL. Ultimately, they are informing readers on what SEL is, how to implement it into schooling, and how to avoid problems that can occur

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What is Social and Emotional Learning?

How do we define social and emotional learning (SEL)? Researchers generally agree upon five key competencies of SEL ( Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011; Weissberg, Durlak, Domitrovich, & Gullotta, 2016). These competencies provide the foundation for maintaining high-quality social relationships and for responding to the challenges of life.

1. Self-Awareness:

What are my thoughts and feelings?

What causes those thoughts and feelings?

How can I express my thoughts and feelings respectfully?

2. Self-Management:

What different responses can I have to an event?

How can I respond to an event as constructively as possible?

3. Social Awareness:

How can I better understand other people's thoughts and feelings?

How can I better understand why people feel and think the way they do?

4. Relationship Skills:

How can I adjust my actions so that my interactions with different people turn out well?

How can I communicate my expectations to other people?

How can I communicate with other people to understand and manage their expectations of me?

5. Responsible Decision Making:

What consequences will my actions have on myself and others?

How do my choices align with my values?

How can I solve problems creatively?

Learning Outcomes

A meta-analysis of 213 programs, primarily covering three decades of research, found that social and emotional learning interventions that address the competencies listed above increased students' academic performance by 11 percentile points, as compared to students who did not participate in such SEL programs (Durlak et al., 2011). The social and emotional learning programs also reduced aggression and emotional distress among students, increased helping behaviors in school, and improved positive attitudes toward self and others (Durlak et al., 2011). Effective SEL programs addressed the five key competencies listed above, explicitly and sequentially, and used active-learning techniques to engage youth in developing understanding of them. Specific practices and programs shown by multiple, rigorous, peer-reviewed studies to benefit K-12 youth are described on the Evidence-Based Programs page of the SEL research review.

SEL Skills and Academic Success

Relationships and emotional processes affect how and what we learn. By reducing misbehavior and the amount of time spent on classroom management, SEL programs create more time for teaching and learning. SEL also strengthens students' relationships with their peers, families, and teachers, who are mediators, collaborators, and encouragers of academic achievement.

Researchers have documented the importance of caring teacher-student and student-student relationships in fostering students' commitment to school and in promoting academic success (e.g. Blum & Libby, 2004; Hamre & Pianta, 2006; Hawkins, Smith, & Catalano, 2004; Jennings & Greenberg 2009; cited in Durlak, et al., 2011). Safe and orderly environments that encourage and reinforce positive classroom behavior have been identified by research as one of the necessary conditions for academic achievement ( Marzano, 2003).

There are also several person-centered reasons SEL can promote academic success. Self-regulation, the ability to control and manage thoughts, feelings, and behaviors, has been linked to academic achievement in numerous studies. Students who are more self-aware and confident about their learning capacities try harder and persist in the face of challenges (Aronson, 2002; cited in Durlak et al., 2011; Dweck, Walton, & Cohen, 2014). Students who set high academic goals, have self-discipline, motivate themselves, manage stress, and organize their approach to work learn more and get better grades (Duckworth & Seligman, 2005; Elliot & Dweck, 2005; cited in Durlak et al., 2011). Finally, students who use problem-solving skills to overcome obstacles and make responsible decisions about studying and completing homework do better academically (Zins & Elias, 2006; cited in Durlak et al., 2011).

According to a national survey of middle and high school students, less than one third indicated that their school provided a caring, encouraging environment, and less than half reported that they had competencies such as empathy, conflict resolution and decision-making skills (Benson, 2006; cited in Durlak et al., 2011). By strengthening students' social support networks and their skills in self-management, SEL can help to unleash the potential within academic environments to support students' well-being and success.

Several studies explore the long-term benefits of social and emotional learning programs. In one, researchers examined how SEL intervention programs (such as social skills training, parent training with home visits, peer coaching, reading tutoring, and classroom social-emotional curricula) for kindergarten students impacted their adult lives, and found that these programs led to 10% (59% vs. 69% for the control group) fewer psychological, behavioral, or substance abuse problems at the age of 25 ( Dodge et al., 2014). Another study examined kindergarten teachers' ratings of their student's prosocial skills (e.g. kindness, sharing, and empathy) and discovered a strong correlation to adult outcomes such as higher educational attainment, stronger employment, and better mental health, in addition to reduced criminal activity and substance use ( Jones, Greenberg, & Crowley, 2015). In 2015, researchers analyzed the economic impact of six widely-used SEL programs and found that on average, every dollar invested yields $11 in long-term benefits, ranging from reduced juvenile crime, higher lifetime earnings, and better mental and physical health ( Belfield et al., 2015). Additional research supports the long-term benefits of SEL programs, finding evidence that investing in high-quality programs for all children can increase the number of productive, well-adjusted adults and yield positive economic benefits in the future ( Jones et al., 2017). Finally, a 2017 meta-analysis of 82 school-based SEL programs found long-term (between 6 months and 18 years) improvements in four areas: SEL skills, attitudes, positive social behavior, and academic performance. Additionally, decreases were found in three areas: conduct problems, emotional distress, and drug use ( Taylor et al., 2017).

A 2015 economic analysis found that in the period from 1980 to 2012, automation has increasingly replaced repetitive and analytical tasks, placing greater demand on jobs that require social skills ( Deming, 2015). In a 2015 Amici Curiae brief, nearly 50 Fortune-100 and other leading American businesses argued that in order to be competitive, businesses need to be able to hire workers who have experience sharing ideas and viewpoints with diverse groups of people.

A 2017 research review found that SEL programs can promote academic success and increase positive behavior, while reducing misconduct, substance abuse, and emotional distress for elementary school students. In addition, effective SEL programs are enhanced when schools partner with families and when they are culturally and linguistically sensitive ( Dusenbury & Weissberg, 2017).
Continue to the next section of the SEL research review, Evidence-Based Programs.

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Social and Emotional Learning Research Review

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How do we define social and emotional learning (SEL)? Researchers generally agree upon five key competencies of SEL ( Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011; Weissberg, Durlak, Domitrovich, & Gullotta, 2016). These competencies provide the foundation for maintaining high-quality social relationships and for responding to the challenges of life.

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Teaching the Whole Child: Instructional Practices That Support Social-Emotional Learning in Three Teacher Evaluation Frameworks

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Teaching the Whole Child: Instructional Practices That Support Social-Emotional Learning in Three Teacher Evaluation Frameworks

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In the article, "Teaching the Whole Child: Instructional Practices That Support Social-Emotional Learning in Three Teacher Evaluation Frameworks", published in Research-to-Practice Brief in August 2013 by Nick Yoder, explains what SEL is and how it can help students. Yoder does this by stating that SEL helps prepare students for college standards. Ultimately, they are informing teachers on how they can implement SEL into their teaching.

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Center on Great Teachers & Leaders - at American Institutes for Research

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The GTL Center is dedicated to advancing state efforts to grow, respect, and retain great teachers and leaders for all students. Our mission is to foster the capacity of vibrant networks of practitioners, researchers, innovators, and experts to build and sustain a seamless system of support for great teachers and leaders for every school in every state in the nation.

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In the article, "What is Social Emotional Learning?" published by the Los Angeles School District, they claim that SEL is needed so students can develop skills that help them achieve and set goals, understand and control emotions, feel sympathetic towards others, maintain relationships, and make executive decisions. The school district does this by stating the four competencies that they used. Ultimately, they are suggesting the use of SEL to better the students.

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Social Emotional Learning / Social Emotional Learning

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Social and emotional skills are critical to being a good student, citizen, and worker. Many risky behaviors (e.g., drug use, violence, bullying, and dropping out) can be prevented or reduced when multiyear, integrated efforts are used to develop students' social and emotional skills.

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In the article, "Social & Emotional Learning", published in Building Academic Success in Social and Emotional Learning in 2004 by Daniel Goleman, he states that it shaped the climate of the school and taught students skills. Goleman does this by writing about the study done by the William T. Grant Foundation. Ultimately, they are suggesting that SEL is making schools better than they have ever been before.

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In 1995 when Emotional Intelligence was published, the field of social and emotional learning, or SEL, was just beginning to evolve. Only a handful of well-designed, school-based SEL programs could be found. In most cases schools had put those programs in place as part of a "war on..." a particular problem, such as reducing dropouts, substance abuse, unwanted teen pregnancies, or school violence. Some of those programs were quite effective. Others yielded disappointing results.

As a William T. Grant Foundation study has revealed, the active ingredients in the programs that worked were largely the same, no matter their ostensible target problem. The best SEL programs were implemented throughout each year of schooling. They shaped the entire school climate, and they used developmentally appropriate lessons. They also taught children specific social-emotional skills like self-awareness, self-management, empathy, perspective taking, and cooperation. In short, they were lessons in emotional intelligence.

In the intervening years, scientific data demonstrating the effectiveness of SEL programs as interventions that help lower the risk of various problems young people face, and that increase their skills in addressing life's challenges, have been accumulating steadily. But along with the case for SEL as a prevention and promotion strategy, another benefit has emerged: social and emotional learning facilitates academic learning. Thus, it offers a much-needed and very timely aid to schools in fulfilling their main mission.

Why should helping students in the social and emotional realms of their lives enhance their academic learning? If we think back to our school days and remember a teacher we enjoyed, we almost certainly will bring to mind also a classroom environment where we enjoyed learning. From the perspective of neuroscience, that optimal learning environment reflects an internal brain state well attuned for learning.

Most of us have assumed that the kind of academic learning that goes on in school has little or nothing to do with one's emotions or social environment. Now neuroscience is telling us exactly the opposite. The emotional centers of the brain are intricately interwoven with the neurocortical areas involved in cognitive learning. When a child trying to learn is caught up in a distressing emotion, the centers for learning are temporarily hampered. The child's attention becomes preoccupied with whatever may be the source of the trouble. Because attention is itself a limited capacity, the child has that much less ability to hear, understand, or remember what a teacher or a book is saying. In short, there is a direct link between emotions and learning.

Multiple research studies reported in this book demonstrate that social and emotional learning programs pave the way for better academic learning. They teach children social and emotional skills that are intimately linked with cognitive development. In the ideal learning environment, children are focused, fully attentive, motivated, and engaged, and enjoy their work. Such a classroom climate can be one benefit of SEL. Similarly, caring relationships with teachers and other students increase students' desire to learn. School-family partnerships help students to do better. And, students who are more confident in their abilities try harder.

In short, Building Academic Success on Social and Emotional Learning presents powerful evidence of the links between SEL and academic learning. It offers schools scientific evidence of the links between SEL and academic learning. It offers schools scientific evidence and pragmatic examples of how SEL programs can enhance students' success in school and in life. At a time when so many students at so many ages are flooded with anxiety as they struggle to succeed on standardized tests, this is welcome news. Today's growing emphasis on academic success and school accountability makes SEL programs more relevant- and useful- to schools than ever before. Thus, this groundbreaking book belongs on the shelves of all who are interested in giving students essential tools to succeed.

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Social & Emotional Learning - Daniel Goleman

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In 1995 when Emotional Intelligence was published, the field of social and emotional learning, or SEL, was just beginning to evolve. Only a handful of well-designed, school-based SEL programs could be found. In most cases schools had put those programs in place as part of a "war on..."

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How Social and Emotional Learning Improves School Climate and Achievement 

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How Social and Emotional Learning Improves School Climate and Achievement 

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In the article, "How Social and Emotional Learning Improves School Climate and Achievement", published in Channing Bete by Dr. Mark Greenberg, he claims that SEL help create someone into a healthy person using three skills. Greenberg does this by explaining the skills and the outcome of using them. Ultimately, they are motivating people to use SEL to gain needed skills and help achieve.

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How Social and Emotional Learning Improves School Climate and Achievement

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Learn how social and emotional learning can improve your school's climate, academic achievement, and overall success