EDF5763 SEL Issues in Context (2023) by Venesser Fernandes Monash University

Clayton VIC

venesserfernandes — 2022-05-24 06:39:59 UTC

SOURCES OF SIGNIFICANT STRESS FOR YOUNG PEOPLE (p.31)

London, UK

venesserfernandes — 2022-05-24 13:37:32 UTC

In teenage girls, bullying is one of the strongest factors associated with their psychological health across adolescence but we also observe that a range of factors, including their friendships and sleep, are important (p.57).

New Delhi, Delhi, India

venesserfernandes — 2022-05-24 13:58:43 UTC

It appears that most Indian children do not achieve recommended levels of PA and spend most of their day in sedentary pursuits. Although there is indication of some state-level and private organizational efforts to promote PA, there is a clear lack of evidence demonstrating implementation of government strategies to drive child and youth-focused active living policies and programs. Moreover, nationally representative evidence is needed to grade all the relevant report card indicators. India’s 2016 Report Card ultimately highlights the need for more active living research to inform strategies and investments that will facilitate PA in children and youth (S181).

China

venesserfernandes — 2022-05-26 06:55:30 UTC

The Global Youth Wellbeing Index Survey Report 2017

China: Chinese youth who were surveyed by IYF perceive their overall wellbeing somewhat differently than the quantitative data suggest. In health, China ranks 4th, but 62 percent of youth surveyed feel that their lives are too stressful. Among the BRICS countries, China’s youth surveyed feel the greatest levels of stress (p.95).

New York, NY, USA

venesserfernandes — 2022-05-26 07:12:25 UTC

(World Youth Report, 2020)

In finding Ways for Young People to Address their feelings of anxiety about the future, this world youth report suggests engaging youth in social entrepreneurship.

Youth social entrepreneurship can be an avenue for young people to act on their concerns for society and their desire for a meaningful present and future. Many young people are apprehensive about their futures and the future of the world. They realize that they will outlast the adults currently in positions of power yet be forced to deal with the consequences of their decisions. This shared concern often brings young people together to initiate change themselves. Because they understand the need to take the long view on issues such as the global climate crisis, many young social entrepreneurs place a high priority on environmental sustainability (p.68)

Great Britain, Vereinigtes Königreich

2022-07-31 05:34:02 UTC

The implememtation of the SEAL program turned out to be nothing new since teachers lacked "will and skill" and it ended up not significantly impacting students emotional skills, general health or behavior generally. (p.67)

Shandong province

sche0269 — 2022-08-07 01:14:31 UTC

A total of 645 college students from three universities in Jinan, Shandong Province, were surveyed by questionnaire. The survey found that 25.7 percent of college students had anxiety symptoms, 22.2 percent had depression symptoms, and 18.3 percent had anxiety and depression symptoms. The prevalence of anxiety symptoms, depression symptoms, and comorbidity of anxiety and depression in only children were higher than those in non-only children. The prevalence of anxiety and depression in college students is high. We should pay more attention to the mental health of college students, especially the only child of college students (Cheng et al., 2020)

Cheng, S., Jia, C., & Wang, Y. (2020). Only children were associated with anxiety and depressive symptoms among college students in China. International Journal of Environmental Research and Public Health, 17(11), 1–15. https://doi.org/10.3390/ijerph17114035

Portugal

njmcl3 — 2022-08-10 01:17:39 UTC

Few SEL-related publications coming out of Portugal have been detected. While the promotion of SECs within the Portugese education system has made some advances, barriers to progress include teacher resistance to innovative practices, lack of shared knowledge and success experiences across schools (ie. knowledge should not be hidden behind school walls, p.10), as well as a lack of embracing change and improvement within general school culture.

Australian Capital Territory

venesserfernandes — 2023-04-15 04:28:39 UTC

This country policy profile on education in Australia is part of the Education Policy Outlook series. Building on the first policy profile for Australia (2013), it offers a concise analysis of where the education system stands today and how this compares to other systems. The profile analyses the evolution of ongoing and emerging related policy efforts in Australia, including education responses to the COVID-19 pandemic. It also offers relevant international policy examples that may serve as possible inspiration as policy makers work to address Australia's key challenges and priorities. The report brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as recent OECD data, relevant thematic and country-specific work, and other international and national evidence. It also benefits from the Education Policy Outlook's ongoing comparative analysis of resilience and responsiveness in education policy.

Published on April 10, 2023

SINGAPORE YOUTH RESILIENCE SCALE (SYRESS) | Mind Science Centre

venesserfernandes — 2023-04-15 04:40:09 UTC

A Resilience Scale for the Singapore Youth

A resilient individual has the capacity to adapt to situations and cope with life challenges. In more defined terms, it is a set of personality traits or resource that allows an individual to navigate through stress, negativities and emerge with a stronger mind.

This component has been investigated in greater studies targeted at the adults with validated scales readily available to assess this subjective construct in a quantitative manner. However, as adolescence is a period of rapid development, the unique set of mental and environmental factors sets a different stage, where the existing scales may not be suitable for unravelling insights into the youth resilience. Beyond that, to better capture resilience in the particular culture, the unique contextual and cultural aspects must be incorporated into the measurement scale.

As such, Singapore Youth Resilience Scale (SYRESS) was developed to examine the resilience profiles of youths in Singapore. By identifying the underpinnings of resilience and considering the cultural context of local youths, the scale is a more robust tool for us to gain insights into the areas the youths can build on to achieve a resilient mind.

In another words, we empower the parents or the youths themselves to take active steps in developing positive coping strategies that will accompany the youths through life.

The Science of it

SYRESS is a comprehensive measure of resilience in adolescents, which reflects the multi-faceted components of resilience. It encompassed all the underlying mechanisms separately measured by other regular scale, while keeping it concise and easy to administer it.

The content of the scale was first derived from an exhaustive review of literature including various related resilience scales. A focus group comprising of researchers, child psychologists, pediatric psychiatrist and content experts from both local and international, were gathered to review the content of the established scales and identify what were the key question items to be included in the new scale. The derived scale items reflect the global underpinnings of resilience with cultural relevance to Singapore.

After a series of evaluations and expert panel reviews, the initial 166 items were gradually narrowed and culminated in the final prototype scale of 84 items. These items were then categorized into 10 defined domains.

Following which, SYRESS was validated on a group of secondary school students in Singapore aged 12 to 16 years old in 2011. The validation showed that SYRESS demonstrated sound psychometric properties, with good internal consistency and test-retest reliability.

For the detailed process involved in the development, validation and reliability testing of the SYRESS scale, please view HERE.

The 10 Domains of Resilience

1. Emotional Regulation

2. Personal Control

3. Personal Confidence/ Responsibility

4. Flexibility

5.Perseverance

6.Optimisim / Positive Self-image

7.Positive Coping

8.Humor / Positive Thinking

9.Relationships / Social Support

10.Spiritually / Faith

Youth Epidemiology and Resilience (YEAR) Study in Singapore

venesserfernandes — 2023-04-15 04:42:33 UTC

The most critical stage of development is childhood, as it shapes our mental resilience and determines how we deal with challenges later in life. The YEAR study is a national longitudinal study into the state of mental health of Singaporean adolescents aged 10-18 years.

It aims to:

Determine the prevalence rate of various mental health conditions among adolescents and;
Identify possible risks as well as protective factors associated with these disorders.

Mind Science Centre has completed data collection and is currently analysing the data. The manuscript is targeted for publication by the end of the year (2023).

More information on the YEAR study will be coming soon so refer back to this link to access the report.

The Paradoxes of StudentWell-being in Singapore

venesserfernandes — 2023-04-15 04:50:25 UTC

Abstract Purpose: Singapore’s education system is known for its robust curriculum and excellent results. It is also a system of keen competitiveness and high pressure. This article addresses how such an education system responds to the issue of student well-being. Design/Approach/Methods: This article analyses the recent initiatives and shift in education philosophy in Singapore’s education system, which have a bearing on the issue of student wellbeing. Findings: This article argues that while there are direct efforts to address student well-being, the direction Singapore is taking is to pursue a holistic education paradigm, in which education is engaging, joyful, meaningful, and values-based. This article also argues that such a paradigm goes beyond the current well-being agenda and is aligned with a view that education should be about wholeness and purpose. While there are challenges associated with these changes, the Singapore experience suggests that the more we focus on holistic education, rather than interpret student well-being narrowly, the more wellness the students may actually and eventually experience. Originality/Value: This article brings to readers learning points from Singapore regarding student well-being, as the country grapples with change to develop a generation of young people, whose beings are and will continue to be well.

Singapore Zoo, Singapore

2023-04-15 08:35:26 UTC

Social and Emotional Learning
in Singapore’s Schools: Framework,
Practice, Research, and Future Directions.
Gregory Arief D. Liem, Bee Leng Chua, Yvonne B.G. Seng,
Khairyani Kamarolzaman and Elaine Yu Ling Cai.
MOE introduced SEL in 2005 to drive core moral values.
This is to prepare young Singaporeans for globalisation and other advancements.

Shanghai, 上海市中国

2023-08-04 03:46:09 UTC

中国安徽省滁州

2023-08-04 14:35:25 UTC

Focus on student achievement rather than student growth. Lack of a good teacher-student relationship and a good classroom atmosphere, the teacher is the leader, and the students are only the recipients of knowledge. Teaching activities are often carried out in a depressing, dull and not very good environment. The school is eager to make students gain something through good social welfare programs, but it is often not satisfactory.Teachers and students do not have a good relationship

Beijing, 北京市中国

jwei0051 — 2023-08-05 04:41:54 UTC

Report on National Mental Health Development in China (2019-2020) published by the Institute of Psychology of the Chinese Academy of Sciences analyses the mental health status and trends of various populations in China from 2019 to 2020.

This report shows that the mental health index of adolescents aged 12-18 shows a decreasing trend with age, and the detection rate of depression among adolescents is 24.6%, with severe depression reaching 7.4% (Fu et al., 2021, as cited in Ma et al., 2022). Among them, nearly 40% of middle school students in Beijing reported severe academic stress and experienced emotional problems and social adjustment problems related to academic stress. In addition, it has been noted that some secondary school students in Beijing have difficulties in coping with stress, managing emotions, and dealing with social problems, which are at the core of SEL problems (Guo, 2022). These data suggest that mental health problems are more prevalent in youth in China and that attention needs to be paid to the prevention and intervention of youth mental health problems.

Reference

Fu, X., Zhang, K., Chen, X., & Chen, Z. (2021). Report on national mental health development in China (2019-2020). Social Sciences Academic Press: Beijing, China.

Guo, Z. (2022, December). Changes of Anxiety of Middle School Students in Beijing Under the Double Reduction Policy and Countermeasures. In 2022 6th International Seminar on In 2022 6th International Seminar on Education, Management and Social Sciences (ISEMSS 2022) (pp. 772-787). Atlantis Press.

Ma, J., Zhou, H., Li, X., Fu, Q., & Lu, G. (2022). Individual characteristics of adolescent psychiatric patients accessing psychotherapy in China. Scientific Reports, 12(1), 16943.

Beijing, 北京市中国

yshi0101 — 2023-08-09 17:32:14 UTC

Anxiety and Depression in Chinese Students During the COVID-19 Pandemic: A Meta-Analysis

During the COVID-19 pandemic, due to change of the whole environment, there was a high prevalence of anxiety in Chinese students and a high prevalence of depression among Chinese students in high-risk areas. Anxiety and depressive symptoms have been common mental health problems for populations during the COVID-19 pandemic. Students, as a vulnerable population, are relatively prone to anxiety and depression symptoms, and the COVID-19 pandemic has led to short- and long-term anxiety and depression among students. Therefore, comprehensive and targeted psychological interventions should be developed to address the mental health of students in different grades, especially in high-risk areas and during the late period of the COVID-19 pandemic.

Zhang, Y., Bao, X., Yan, J., Miao, H., & Guo, C. (2021). Anxiety and depression in Chinese students during the COVID-19 pandemic: a meta-analysis. Frontiers in public health, 9, 697642.

Tokyo

shal0021 — 2023-08-13 12:22:09 UTC

SELJapan has recently been trying to integrate SEL into Japanese schools, homes and cram schools in order to foster a sense of social harmony amongst it's population. This aligns with the Japanese curriculums ideology of promoting social cohesion through learning, yet SELJapan hopes to promote a more well-rounded sense of SEC as opposed to the standardised metrics of social cohesion and humanitarianism that the Japanese curriculum assesses.

They hope to do such through the teaching and development of 32 key skills across 4 key metrics of SEL in schools across Japan, and stress that this proposed system of SEC-based teaching aligns with Japan's expected educational culture.

Currently, SELJapan's model has been implemented in a local sense as it is still being tried and tested to determine overall applicability and assessment potential.

Qingdao, Shandong, 中国

2024-07-24 07:51:58 UTC

In Qingdao, Shandong Province, students have a lot of pressure in their academic exams, because they face great pressure to go to school, they need to accept the pressure from their parents, they need to accept the pressure from the school, under the role of traditional culture, they pay more attention to their academic performance, which makes them anxious

Guangzhou, 广东省中国

2024-07-29 12:51:36 UTC

There is a significant gap in teachers' detailed knowledge and comprehensive understanding of SEL. While the awareness of SEL has increased, comprehensive training and support systems are still needed to help teachers effectively implement SEL practices

Indonesia

2024-07-31 03:29:38 UTC

this study investigates how different educators' backgrounds including gender, age and length of experience, respond to work flexibility arrangements that cause mental exhaustion.

Flexible work arrangements are an issue following COVID-19 several years ago and are still widely applied to today's employment.

中国江苏省

2024-07-31 23:54:00 UTC

On 19 April, the Ministry of Education-United Nations Children's Fund Social Emotional Learning and School Management Improvement Project 2024 Work Promotion Meeting and Capacity Building Workshop was held in Nanjing.

中国江西

2024-08-02 03:20:48 UTC

Research on the Relationships between Psychological Problems and School Bullying and Non-Suicidal Self-Injury among Rural Primary and Middle School Students in Developing Areas of China

Hong Kong

2024-08-02 05:28:38 UTC

Hong Kong

2024-08-04 03:25:28 UTC

Guizhou, 中国

2024-08-05 06:24:11 UTC

SEL deficiency among left-behind children in Guizhou, China

中国747502

2024-08-06 06:52:02 UTC

This article examines how Chinese early childhood teachers’ self-perceptions of their pedagogical content knowl- edge, beliefs, and attitudes towards Social-Emotional Learning (SEL) differ based on their backgrounds. They also explored the understanding of their knowledge, beliefs, and attitudes towards SEL. The autors conducted a research that included 167 early childhood teachers. They figured out that "while teachers demonstrated a positive atti- tude towards SEL and recognized its significance in promoting children’s overall development, they exhibited lower peda- gogical content knowledge scores" (Zhong et al., 2024, p. 1).

Chongqing, 重庆市中国

2024-08-06 08:37:54 UTC

Fu, L., Zhang, Z., Yang, Y., & Curtis McMillen, J. (2024). Acceptability and preliminary impact of a school-based SEL program for rural children in China: A quasi-experimental study. Children and Youth Services Review, 160, 107579-. https://doi.org/10.1016/j.childyouth.2024.107579

Based on the article, the main issues in rural Chongqing, China include high rates of mental health disorders among children, particularly those with work-away parents, and gender disparities in emotional and behavioral problems. Limited access to mental health services and traditional teaching methods that don't address social-emotional needs are also concerns.

To address these issues, potential strategies include:

1. Implementing culturally-tailored, school-based Social and Emotional Learning (SEL) programs in rural elementary schools.

2. Focusing on improving self-awareness, social awareness, and relationship skills, which showed significant improvements in the study.

3. Developing more engaging activities for areas like emotional regulation and decision-making.

4. Paying special attention to vulnerable groups like children of work-away parents and boys.

5. Considering longer-term SEL interventions to increase impact.

6. Incorporating more interactive teaching methods in rural schools.

7. Conducting further research using randomized controlled trials and longitudinal studies.

8. Involving multiple stakeholders in assessing SEL program effects.

9. Developing comprehensive implementation fidelity measures.

These strategies aim to improve rural children's social-emotional competencies and overall well-being, potentially serving as a model for other rural areas in China.

India

2024-08-06 08:42:10 UTC

Indian school students are the weakest in relationship-building skills and lag in Social and Emotional Learning (SEL) which affects their ability to identify, label, and articulate their feelings.

Mumbai, Maharashtra, India

2024-08-06 08:54:11 UTC

An exploration of SEL in culturally responsive, strengths-based ways with children experiencing poverty.

Surabaya, Indonesia

jsim0057 — 2024-08-06 10:31:24 UTC

The journal article "Investigations of Cyber Bullying and Traditional Bullying in Adolescents on the Roles of Cognitive Empathy, Affective Empathy, and Age" provides an in-depth analysis of the prevalence and impacts of both cyberbullying and traditional bullying among students. Key findings indicate that while traditional bullying is more common, cyberbullying is increasing and often co-occurs with traditional bullying, leading to significant emotional distress.

The study emphasises the need for integrated prevention strategies that address both types of bullying to create a safer school environment.

中国广东省深圳市

2024-08-06 12:53:50 UTC

Student stress and social skills deficits

kxuu0051 — 2024-08-07 03:19:02 UTC

Evidence：According to Chen and Li (2023), SEL programs have significantly enhanced students' emotional management and social skills while reducing their stress levels. The study notes, “After the implementation of SEL programs, students showed significant improvements in emotional management and social skills, and academic performance also improved” (Chen & Li, 2023).

Chen, H., & Li, Y. (2023). Social-emotional learning programs and their impact on primary school students in China. Behavioral Sciences, 13(2), 123. https://doi.org/10.3390/bs13020123

Xiamen, 福建省中国

2024-08-21 05:40:44 UTC

Students are ashamed of stress

Bright VIC

slfar4 — 2025-08-04 07:48:21 UTC

Rural location, limited services

中国福建省泉州

2025-08-06 07:44:29 UTC

China, Fujian, 福州

2025-08-06 07:44:45 UTC

中国浙江

2025-08-06 07:46:07 UTC

Zhenjiang, 江苏省中国

2025-08-06 07:48:13 UTC

China, Jiangsu, 盐城市

2025-08-06 07:48:28 UTC

中国河北省衡水市

2025-08-06 07:48:31 UTC

China

2025-08-08 08:28:36 UTC

Social anxiety is defined as being worried, uncomfortable, or even fearful, of embarrassment in social situations (Wu et al., 2025). Adolescents have a strong desire to interact with their peers, but they are afraid of social situations and shy about expressing themselves. Wu et al. (2025) found that social anxiety can have a slight but not significant effect on their participation in physical education. Wu et al. (2025) found that a greater physical level is associated with lower social anxiety, which is due to the fact that participation in physical education can provide adolescents with more social opportunities, which can help adolescents to integrate into the group and build confidence to express their emotions.

Wu, J., Shao, Y., Zang, W., & Hu, J. (2025). Is physical exercise associated with reduced adolescent social anxiety mediated by psychological resilience? Evidence from a longitudinal multi-wave study in China. Child and Adolescent Psychiatry and Mental Health, 19(1), 17.

Ho Chi Minh, Vietnam

2025-08-08 08:32:53 UTC

La, T. T., Dinh, H. T., Phan, M. T., Do, L. T., Nguyen, P. T., & Nguyen, Q. N. (2020). Mental health among Vietnamese urban late adolescents: The association of parenting styles. Health psychology open, 7(2), 2055102920948738. https://doi.org/10.1177/2055102920948738

中国江苏省苏州

2025-08-08 16:06:16 UTC

Suzhou’s vocational education system faces significant challenges in the area of Social and Emotional Learning (SEL), which negatively impact students’ social and emotional development. First, the tracking mechanism after junior high school places about 40% of students into vocational schools, a process that is closely linked to family background and regional resources rather than personal interest or potential. Due to the long-standing societal bias of “valuing academics over skills,” vocational education is often regarded as a “second-tier option,” leaving students feeling marginalized in their identity and damaging their self-esteem and self-confidence. Second, such social labeling weakens students’ sense of emotional security, limiting their positive interactions with peers, family, and society. Third, while vocational education focuses heavily on technical training, it generally lacks the cultivation of soft skills such as cross-cultural communication, teamwork, and emotional regulation, making it harder for students to adapt and thrive in diverse environments. In addition, uneven urban-rural and regional resource distribution means that many students in underdeveloped areas lack access to systematic SEL curricula and qualified teachers. Under the pressure of further education and employment, they are more likely to experience anxiety and helplessness. Overall, current reforms focus largely on curriculum structure, skill standards, and school–enterprise cooperation, while neglecting the systematic cultivation of students’ psychological development and social-emotional competencies, making it difficult to achieve the goal of promoting holistic development.

Western Australia, Australia

2025-08-09 07:14:15 UTC

SEL Issue in China: Left-Behind Children & Emotional Well-Being

jxuu0237 — 2025-08-09 10:48:44 UTC

China has an estimated 69 million "left‑behind children"—kids who remain in rural areas while one or both parents work in cities. These children often face significant social and emotional learning (SEL) challenges, including:

Higher rates of depression, anxiety, loneliness, and lower life satisfaction, compared to their peers with parents at home

Developmental struggles with social relationships, including increased introversion and vulnerability to bullying

Reduced educational engagement, lower school attendance, and weaker student‑teacher connections

Yu, K., Jiang, Z., Frydenberg, E., Martin, A. J., & Collie, R. J. (2017). Social and Emotional Learning in China: Theory, Research, and Practice. In Social and Emotional Learning in Australia and the Asia-Pacific (pp. 205–217). Springer Singapore Pte. Limited. https://doi.org/10.1007/978-981-10-3394-0_11

中国陕西省西安

2025-08-10 05:45:47 UTC

1. Academic Pressure and Self-Management

Xi’an, as a highly competitive provincial capital, places considerable emphasis on high-stakes examinations such as the senior high school and college entrance exams. Many students attend extensive after-school tutoring, but often lack effective emotional regulation, time management, and stress management strategies. This can lead to anxiety, sleep deprivation, and academic burnout.

2. Urban–Rural and Inter-School Disparities in Social Awareness

There is a notable gap in teaching resources and staff quality between urban schools in Xi’an and those in surrounding rural areas, as well as between key schools and ordinary schools within the city. Students may have limited understanding and respect for peers from different backgrounds, which can reinforce stereotypes and create social divisions.

3. Insufficient Teacher SEL Competencies and Professional Development

Teacher training in Xi’an tends to focus on subject-based instruction, with limited systematic preparation for SEL. As a result, many teachers have difficulty identifying students’ emotional states, managing classroom emotional climates, and creating inclusive learning environments.

4. Parenting Approaches and Self-Awareness

Many parents prioritise academic achievement over their children’s emotional development, interests, and social skills. This can lead to students having a weak understanding of their own strengths, values, and emotions, making them more vulnerable to low self-esteem and uncertainty about their self-identity.

中国山西省

ywan1074 — 2025-08-10 13:10:51 UTC

Shanxi, China

中国河北

2025-08-11 13:25:44 UTC

2025-08-11 16:36:35 UTC

This heatmap will help the group identify where on a global level certain SEL issues are found as well as where possible certain strategies for addressing certain issues are suggested. We are using an evidence-based approach for issue identification. You can do this by placing a pin where you have found an issue. With the pin you can also attach the evidence found,

Tehran, Tehran Province, Iran

shor0016 — 2025-08-12 04:29:52 UTC

Issue: Lack of systematic social–emotional learning (SEL) integration in Iranian primary education.

Evidence: A study in Urmia, Iran, found that a 12-session SEL program significantly improved primary students’ social development compared to a control group (t = 9.10, p ≤ 0.0001), yet such programs are not part of the standard curriculum (Sadri Damirchi, 2013).

Reference:
Sadri Damirchi, E. (2013). The impact of social-emotional learning skills programs on social development among primary school students. Journal of Education and Practice, 4(16), 202–204.

中国新疆

2025-08-13 05:41:47 UTC

SEL Issue:

Multicultural integration and social adaptation: Students in Xinjiang come from diverse ethnic and cultural backgrounds. Some students experience difficulties in social-emotional learning, such as understanding and respecting cultural differences, building friendships across groups, and managing conflicts.

Evidence:

Research indicates that cultural and language differences can lead to social isolation, misunderstandings, and lower peer collaboration among students in multi-ethnic schools in Xinjiang (Xinjiang Education Research Journal, 2021).
Teachers may lack specific training to address SEL in multicultural classrooms.

Citation:

Xinjiang Education Research Journal (2021), Xinjiang Education Research Institute.

Suggested Strategies:

Implement SEL programs that promote cultural awareness, empathy, and inclusive communication.
Train teachers to support students in navigating multicultural social interactions.
Organize group activities and peer mentoring to foster cross-cultural friendships.

Melbourne VIC

2025-08-14 07:58:53 UTC

中国江苏省苏州市

2025-08-15 03:08:58 UTC

中国山西省太原

2025-08-15 06:27:58 UTC

Shanghai, 上海市中国

2025-08-17 05:06:27 UTC

Zhejiang, 中国

2025-08-17 05:23:01 UTC

China, Fujian, 厦门

2025-08-17 11:27:59 UTC

USA

2025-08-17 14:03:57 UTC

Posamentier, J., Seibel, K., & DyTang, N. (2022). Preventing Youth Suicide: A Review of School-Based Practices and How Social–Emotional Learning Fits Into Comprehensive Efforts. Trauma, Violence, & Abuse, 24(2), 746-759. https://doi.org/10.1177/15248380211039475 (Original work published 2023)

Linyi, 山东省中国

2025-08-17 14:19:56 UTC

Huaian, Jiangsu, 中国

2025-08-18 04:49:43 UTC

美国加利福尼亚州

ywan1106 — 2025-08-18 06:57:37 UTC

Students face high mental health pressures, and issues of educational inequality and psychological stress are particularly significant. In many U.S. states, SEL programs have been formally integrated into curricula, emphasizing the development of emotional regulation and social skills. Research by Durlak et al. (2011) shows that students who participate in SEL programs demonstrate significant improvements in academic achievement, behavior, and emotional management.

Reference:
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.

美国

2025-08-25 16:05:38 UTC

In a webinar at the beginning of the year, the importance of SEL for career and lifelong success was emphasized, calling for deep integration with academics and future-oriented skills.

中国天津市天津

jqii0026 — 2025-09-01 08:10:40 UTC