Cargando…

Social and emotional learning in primary schools: A review of the current state of evidence

BACKGROUND: There is a plethora of reviews that summarize much of the evidence base in Social and Emotional Learning (SEL). However, there are criticisms around variability of quality and focus of those reviews, meaning there is little strategic overview of the current state of the field. Further, t...

Descripción completa

Detalles Bibliográficos
Autores principales:	Wigelsworth, Michael, Verity, Lily, Mason, Carla, Qualter, Pamela, Humphrey, Neil
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	John Wiley and Sons Inc. 2021
Materias:	Original Articles
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9540263/ https://www.ncbi.nlm.nih.gov/pubmed/34921555 http://dx.doi.org/10.1111/bjep.12480

Ejemplares similares

A Rose by any Other Name? Using Core Components to Categorize Social and Emotional Learning Provision
por: Wigelsworth, Michael, et al.
Publicado: (2023)

The Effect of Childhood Eye Disorders on Social Relationships during School Years and Psychological Functioning as Young Adults
por: Buckley, Carol Y., et al.
Publicado: (2018)

Tell Me about Loneliness: Interviews with Young People about What Loneliness Is and How to Cope with It
por: Verity, Lily, et al.
Publicado: (2021)

Examining the impact of a universal social and emotional learning intervention (Passport) on internalising symptoms and other outcomes among children, compared to the usual school curriculum: study protocol for a school-based cluster randomised trial
por: O’Brien, Annie, et al.
Publicado: (2023)

Cost-Effectiveness of a School-Based Social and Emotional Learning Intervention: Evidence from a Cluster-Randomised Controlled Trial of the Promoting Alternative Thinking Strategies Curriculum
por: Turner, Alex J., et al.
Publicado: (2019)

Delivering and implementing child and adolescent mental health training for mental health and allied professionals: a systematic review and qualitative meta-aggregation
por: Banwell, Emily, et al.
Publicado: (2021)

Barriers and facilitators to training delivery and subsequent implementation of a localised child and adolescent mental health initiative: a qualitative content analysis
por: Banwell, Emily, et al.
Publicado: (2023)

Child and adolescent mental health services in a devolved healthcare system: a qualitative exploration of sustainable practices
por: Banwell, Emily, et al.
Publicado: (2023)

Reformed child and adolescent mental health services in a devolved healthcare system: a mixed-methods case study of an implementation site
por: Banwell, Emily, et al.
Publicado: (2023)

Getting the pieces to fit: NHS and third sector collaboration to enhance crisis mental health service provision for young people
por: Dutton, Bobbie, et al.
Publicado: (2023)

The Application of Latent Class Analysis for Investigating Population Child Mental Health: A Systematic Review
por: Petersen, Kimberly J., et al.
Publicado: (2019)

Dual-Factor Mental Health from Childhood to Early Adolescence and Associated Factors: A Latent Transition Analysis
por: Petersen, Kimberly J., et al.
Publicado: (2021)

Neighbourhood effects on loneliness among adolescents
por: Marquez, Jose, et al.
Publicado: (2023)

Exploring social‐emotional learning, school climate, and social network analysis
por: Xu, Maria, et al.
Publicado: (2022)

Effects of a Portuguese social–emotional learning program on the competencies of elementary school students
por: Coelho, Vera, et al.
Publicado: (2023)

The Role of Emotional Intelligence in the Maintenance of Depression Symptoms and Loneliness Among Children
por: Davis, Sarah K., et al.
Publicado: (2019)

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal
por: Franco, Maria da Glória, et al.
Publicado: (2017)

A Global Longitudinal Study Examining Social Restrictions Severity on Loneliness, Social Anxiety, and Depression
por: Lim, Michelle H., et al.
Publicado: (2022)

The development of cross-cultural recognition of vocal emotion during childhood and adolescence
por: Chronaki, Georgia, et al.
Publicado: (2018)

Does Emotional Intelligence Buffer the Effects of Acute Stress? A Systematic Review
por: Lea, Rosanna G., et al.
Publicado: (2019)

Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study
por: Cristóvão, Ana M., et al.
Publicado: (2017)

Can an Universal School-Based Social Emotional Learning Program Reduce Adolescents’ Social Withdrawal and Social Anxiety?
por: Sousa, Vanda, et al.
Publicado: (2023)

Longitudinal Associations between Peer and Family Relationships, Emotional Symptoms, and Regional Brain Volume across Adolescence
por: Stepanous, Jessica, et al.
Publicado: (2023)

‘Shall We Send a Panda?’ A Practical Guide to Engaging Schools in Research: Learning from Large-Scale Mental Health Intervention Trials
por: Moore, Anna, et al.
Publicado: (2022)

The School Garden: A Social and Emotional Place
por: Pollin, Susan, et al.
Publicado: (2021)

Early Identification of Social, Emotional, and Behavioral Difficulties by School Staff: A Qualitative Examination of Dutch Primary School Practices
por: Jaspers-van der Maten, Marloes L., et al.
Publicado: (2022)

The Learning, Social and Emotion Adaptation Questionnaire‐Short Form: A Measure of Adaptive Behavior for Primary School Students with Autism Spectrum Disorder
por: Tse, Hannah Man‐yan, et al.
Publicado: (2020)

Mechanisms for change: A theoretical pathway for a school-wide social–emotional learning initiative in an urban middle school
por: White, Gwyne W., et al.
Publicado: (2023)

Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria
por: Bailey, Rebecca, et al.
Publicado: (2021)

Reciprocal Associations among Social–Emotional Competence, Interpersonal Relationships and Academic Achievements in Primary School
por: Yang, Jiaqi, et al.
Publicado: (2023)

Exploring the Challenges of Social-Emotional Learning Integration in Secondary Schools: A Phenomenological Research in Vietnam
por: Huynh, Van-Son, et al.
Publicado: (2021)

A Social Emotional Learning Training Programme in a Poor Rural Primary School in Central China: A Pre-Post Intervention Study
por: Li, Jiameng, et al.
Publicado: (2022)

A Mixed-Methods Approach to Investigating Social and Emotional Learning at Schools: Teachers’ Familiarity, Beliefs, Training, and Perceived School Culture
por: Schiepe-Tiska, Anja, et al.
Publicado: (2021)

Factors Promoting Learning With a Web Application on Earthquake-Related Emotional Preparedness in Primary School
por: Raccanello, Daniela, et al.
Publicado: (2020)

An educational intervention to prevent overweight in pre-school years: a cluster randomised trial with a focus on disadvantaged families
por: Hodgkinson, Alison, et al.
Publicado: (2019)

Affective states influence emotion perception: evidence for emotional egocentricity
por: Trilla, Irene, et al.
Publicado: (2020)

Current state of the evidence on community treatments for people with complex emotional needs: a scoping review
por: Ledden, Sarah, et al.
Publicado: (2022)

Social Status and Emotional Competence in Bullying: A Longitudinal Study of the Transition From Kindergarten to Primary School
por: Farina, Eleonora, et al.
Publicado: (2022)

Teachers’ perceived time pressure, emotional exhaustion and the role of social support from the school principal
por: Maas, Jasper, et al.
Publicado: (2021)

Evaluation of the SPARK Child Mentoring Program: A Social and Emotional Learning Curriculum for Elementary School Students
por: Green, Amy L., et al.
Publicado: (2021)

Cannot write session to /tmp/vufind_sessions/sess_dufj6j5jutk8esf24lk0ianje1