Relevant bibliographies by topics / Social and Emotional Learning Competencies

Academic literature on the topic 'Social and Emotional Learning Competencies'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Social and Emotional Learning Competencies"

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Varner, Edward. "General Music Learning Is Also Social and Emotional Learning." General Music Today 33, no. 2 (November 28, 2019): 74–78. http://dx.doi.org/10.1177/1048371319891421.

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The purpose of this article is to highlight the relationship between general music and social and emotional learning. Social and emotional learning involves a set of social, emotional, behavioral, and character competencies that are essential to success in school, in the workplace, within relationships, in the community, and in life. Music teachers are uniquely positioned to help students become more socially and emotionally competent while simultaneously developing the skills outlined in the general music curriculum. Many general music program activities reinforce and help students understand the concepts of self-management, self-awareness, responsible decisionmaking, relationship skills, and social awareness. Activities such as improvisation, ensemble playing and singing, and defining emotions with music can be used to develop social and emotional learning skills in the general music classroom. The primary objective of this article is to help general music teachers understand that general music learning environments naturally lend themselves well to aiding in these efforts.
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Ee, Jessie, and Chew Wei Ong. "Which social emotional competencies are enhanced at a social emotional learning camp?" Journal of Adventure Education and Outdoor Learning 14, no. 1 (February 26, 2013): 24–41. http://dx.doi.org/10.1080/14729679.2012.761945.

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Ihsan, Muhammad, Amung Ma’mun, and Ucup Yusup. "Pengembangan Social Emotional Competencies melalui Outdoor Education." Jurnal Penelitian Pendidikan 19, no. 2 (September 10, 2019): 274–85. http://dx.doi.org/10.17509/jpp.v19i2.19772.

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Tujuan dari penelitian ini untuk mengetahui apakah terdapat pengaruh dari program outdoor education diintegrasi social emotional learning terhadap pengembangan social emotional competencies. Metode penelitian eksperimen dengan desain pretest-posttest control group design with more than one experimental group digunakan dalam penelitian ini. Hasil penelitian menunjukan bahwa program outdoor education integrasi social emotional learning terstruktur secara terencana memiliki hasil dan pengaruh signifikan terhadap pengembangan social emotional competencies. Selanjutnya, guru pendidikan jasmani dapat menggunakan program terstruktur secara terencana untuk pengembangan aspek afektif melalui berbagai aktivitas outdoor education.
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Elias, Maurice J., Samuel J. Nayman, Joan C. Duffell, and Sarah A. Kim. "Madam Secretary, help us improve social-emotional learning." Phi Delta Kappan 98, no. 8 (May 2017): 64–69. http://dx.doi.org/10.1177/0031721717708298.

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Considering the key role of social-emotional and character development (SECD) competencies in college, career, and life success — and considering that many of those competencies are teachable — there is no excuse for failing to incorporate them systematically into our education system. That would be the equivalent of depriving children of oxygen. This article is addressed to the U.S. Secretary of Education and other education policymakers and offers them specific recommendations to guide policy that would yield high-quality programs of support for SECD in all schools.
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Virginanti, Maulidya, Yuli Rahmawati, and Fera Kurniadewi. "Social Emotional Learning in Chemistry Learning : Group Investigation dan Contextual Learning Integration to Develop Student’s Social Emotional Competencies." JKPK (Jurnal Kimia dan Pendidikan Kimia) 4, no. 1 (April 30, 2019): 7. http://dx.doi.org/10.20961/jkpk.v4i1.13142.

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<p>This article presents the results from integrating Social Emotional Learning (SEL) through cooperative learning and contextual approach in chemistry learning. This study was conducted on 10th-grade students in the academic year of 2016/2017. Collaborative learning, as well as the use of real-life scenario, are some of the teaching practices for facilitating Social Emotional Learning (SEL) and promotes students' social-emotional competenciesthat aligned with affective competencies in Indonesia’s 2013 curricula. The proposed teaching practices also answer the challenges faced by the implementation of the 2013 curricula, finding proper teaching practices to integrate to develop student’s character through learning activity. The empirical work of the study is based on a qualitative approach. Six Group Investigation’s stage integrated with the use of real-life scenario was analyzed through various method such as observations, interviews, reflective journals, and student’s worksheets answer. The results found that students showed positive attitudes and perspective’s change towards chemistry learning, establish positive relationship with peers, cooperative skill, tolerance, and responsible decision making by considered himself, others, and community within the learning process.</p>
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Rahmawati, Yuli, Tri Hastuti Budi Utami, Muktiningsih Nurjayadi, and Alin Mardiah. "Using Think-Pair-Share to Develop Students' Social and Emotional Competencies in Chemistry Learning." JKPK (Jurnal Kimia dan Pendidikan Kimia) 5, no. 1 (April 30, 2020): 43. http://dx.doi.org/10.20961/jkpk.v5i1.13140.

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<p>The aim of this study was to analyze students' social and emotional competencies through the integration of Think Pair Share (TPS) and a Social and Emotional Learning (SEL) approach to topics related to Ac­ids and Bases. Social and emotional learning (SEL) is the process through which children and adults under­stand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.. The study involved thirty-five 11th grade students in one of private school in Jakarta and was conducted between January and April, 2017. A qualitative methodology was employed to analyze students’ social and emotional competencies using inter­views, classroom observations, reflective journals, and student worksheets. The application of a SEL ap­proach was carried out by integrating it with a TPS strategy. In the <em>Think</em> stage students were given the opportunity to explore their understanding of acids and bases and to solve problems individually. In the<em> Pair</em> stage they could communicate their insights to the group, and in the <em>Share</em> stage they had occasion to present their group perspectives and respond to others. The five social and emotional competences found in this study were; self awareness, self management, social awareness, relationship management, and re­sponsible decision making. Self awareness was demonstrated by understanding a student’s abilities, their needs, and their self- confidence. Self management was indicated by a student’s ability to manage pressure, plan strategies, and seek help. Social awareness competencies were analyzed through the development of students' attitudes to diversity and how they demonstrated care for friends. Relationship management com­petencies were identified by observing a student’s ability to manage friendships, how they overcame differ­ences, and whether they provided assistance to each other. The responsible decision making competency was determined by observing how students made decisions when trying to solve a problem and whether they were able to plan a strategy when facing pressure. Whilst integrating SEL the researchers were chal­lenged by the need to empower students, encourage teachers to stimulate students’ social and emotional competencies, and to manage time constraints. Integrating SEL into chemistry learning provided opportuni­ties for students to develop their social and emotional competencies through independent thinking activities, group discussions, and presentations to their peers.</p>
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Linares, L. Oriana, Nicole Rosbruch, Marcia B. Stern, Martha E. Edwards, Gillian Walker, Howard B. Abikoff, and Jose Ma J. Alvir. "Developing cognitive-social-emotional competencies to enhance academic learning." Psychology in the Schools 42, no. 4 (2005): 405–17. http://dx.doi.org/10.1002/pits.20066.

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Fuentes Moncada, Leonel. "Social-emotional Education in Local Heritage." HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11, Monográfico (December 23, 2022): 1–11. http://dx.doi.org/10.37467/revhuman.v11.4256.

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Social-emotional learning is a tendency in education and must be accounted for in all areas of study. Heritage education cannot ignore this reality and must include and its planning and delivery effective strategies to implement and promote social-emotional competencies. The following work, proves patrimonial visits are an innovative approach towards coping with emotions in society. The activity proposed and studied in this investigation demonstrated the opportunities for integer learning during these experiences are real and cause a significant impact in students and society. This study demonstrated the most relevant aspects to consider in patrimonial visits.
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Lozano-Peña, Gissela, Fabiola Sáez-Delgado, Yaranay López-Angulo, and Javier Mella-Norambuena. "Teachers’ Social–Emotional Competence: History, Concept, Models, Instruments, and Recommendations for Educational Quality." Sustainability 13, no. 21 (November 3, 2021): 12142. http://dx.doi.org/10.3390/su132112142.

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Teachers’ social–emotional competencies are essential to educational quality. This study aimed to describe the theoretical background and relevance of teachers’ social–emotional competencies. We conducted a systematic review with a critical, theoretical review approach. The results showed that the concept has an increasingly complex history and followed a structured course from 1920 to present. Five main models have been identified: emotional regulation, prosocial classroom, Collaborative Association of Social Emotional Learning, Bar-On emotional intelligence, and emotional intelligence. There are measurement instruments consistent with four of the identified models; however, the model that does not have its own instrument uses different available scales. Specific recommendations are proposed to develop social and emotional competencies in educational public policies, which include school leadership, assessment, and teacher professional training. In conclusion, it is relevant to have clear guidelines that conceive and conceptualize social–emotional competence univocally. These guidelines would allow the design of instruments with a comprehensive and sufficient theoretical base that reflect the multidimensionality of the concept, provide a precise measure to assess the effectiveness of intervention programs, and enlist teachers who seek the development of the different skills that involve social–emotional competencies.
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Gay, Philippe, Slavka Pogranova, Laetitia Mauroux, Estelle Trisconi, Emily Rankin, and Rebecca Shankland. "Developing Students’ Emotional Competencies in English Language Classes: Reciprocal Benefits and Practical Implications." International Journal of Environmental Research and Public Health 19, no. 11 (May 26, 2022): 6469. http://dx.doi.org/10.3390/ijerph19116469.

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Learning a foreign language involves a wide range of cognitive, social and affective skills. The present article gives ideas to develop socio-emotional competencies in English courses: the capacity to identify the emotion, to understand the causes and consequences, to express their emotions and to do so in a socially acceptable manner, to manage stress and to use their emotions to increase the effectiveness of thinking, decision making and actions. Content and language integrated learning (CLIL) is a dual approach aiming to develop both language and academic subject knowledge. It may be gradually introduced, embedding it at three levels: into the classroom (routines, organization, pupils’ behavior), the school and the curriculum. Successful learning in CLIL remains based on (1) communication, (2) ways of engaging in the learning process and (3) the use of meaning-making strategies. We propose a pedagogical sequence (several courses) to learn a second language based on the social and emotional learning approach, and the English coursebook MORE! 7e for primary school pupils (aged 10–11). We combine the specific language learning of the unit—talking about ourselves, people and their feelings—with the development of pupils’ basic emotional competencies, and discuss advantages and disadvantages to consider in order to successfully implement such lessons.
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Dissertations / Theses on the topic "Social and Emotional Learning Competencies"

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Clark, Rhoe Stephanie Y. "High School Teachers' Self-Reported Knowledge and Implementation of Social and Emotional Learning Competencies." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5615.

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Public policymakers have failed to address public high school students' social and emotional learning (SEL). Recent public policies such as Common Core State Standards (CCSS) do not measure SEL outcomes as significant. Public education is government funded and therefore public policy driven. Research indicates SEL competencies have a positive influence on students' academic successes, classroom behaviors, and future career outcomes. The conceptual framework for this study was based on SEL components described by the Collaborative for Academic, Social, and Emotional Learning (CASEL) and served as the lens though which the data were analyzed. Research questions for this phenomenological study explored teachers' self-reported knowledge and classroom implementation of the 5 SEL tenets: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making skills. Participants were a purposive sample of 10 teachers of all subjects and levels at Title 1 schools in the southwestern United States. Semistructured open-ended interviews were used to collect the data. Key results indicated teachers needed clarification on SEL competencies and wanted SEL training. Participants discussed structured SEL activities necessary for well-rounded citizens. SEL may contribute to positive social change if policymakers, education administrators, teachers, and other stakeholders seeking policy reforms focus on SEL inclusion into public policies such as CCSS.
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Van, Schoiack Leihua. "Promoting social-emotional competence : effects of a social-emotional learning program and corresponding teaching practices in the schools /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/7849.

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Renda, Adam. "Socially and Emotionally Competent Leadership: How School-based Leadership Practices That Promote Social and Emotional Learning Opportunities Shape the Work of Mental Health Staff." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108801.

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Thesis advisor: Raquel Muniz Castro
Researchers and educators recognize the benefits of developing students’ social and emotional competencies, but there is little research about the impact of leadership practices on the social and emotional competencies of adults in schools. The purpose of this qualitative case study was to investigate the relationship between leadership practices (i.e., what leaders think and do) that promote SEL opportunities, and how they shape the work of mental health staff (MHS) — defined in this study as, school counselors, and nurses. Findings indicated that school-based leaders promoted SEL opportunities for MHS when they (1) provided time to meet, (2) provided resources for professional development, (3) provided feedback through dialogue, (4) accessed MHS’ expertise through dialogue, and (5) provided coaching. These leadership practices shaped the work of MHS proactively. These findings suggest that principals should use social awareness to diagnose issues within the school, engage in responsible decision-making to set direction, and promote relationship-building to convince MHS to implement a plan
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Ostrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.

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Educators involved in the teaching, learning, and assessment of social and emotional learning (SEL) competencies face challenges on how to integrate these competencies into instruction. Limited research has been conducted about how to integrate such SEL competencies into instructional practices, particularly in the context of a summer enrichment program. The purpose of this single case study was to explore how teachers and counselors at a summer enrichment program for preK-4 students integrated SEL competencies into instructional activities. The conceptual framework was based on core competencies and standards for quality program design that the Collaborative for Academic, Social, and Emotional Learning (CASEL) developed. Participants included 2 teachers and 2 camp counselors at a summer enrichment program located in a western state. Data were collected from individual interviews with participants, observations of activities that integrated these SEL competencies into instruction, and documents related to the summer program. Data analysis included coding and categorizing of interviews and observations and content analysis of documents to identify themes and discrepant data. Key findings were that the 5 core competencies were intentionally and systematically integrated into the instructional activities of the summer enrichment program as evidenced by program planning, curricular development, implementation of a variety of instructional strategies, and informal teacher and parent assessments. This study contributes to positive social change because students who have mastered these competencies may demonstrate fewer behavioral issues and form more positive interpersonal relationships, which may lead to improved academic achievement.
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Fults, Justin R. "Identifying Teacher Emotional-Social Competencies That Predict Positive & Negative Relationships With Students." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555620765498101.

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Dolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.

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In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. Findings revealed that preservice teachers in the treatment group gained greater knowledge about (a) SEL in general, (b) the development of SEL skills in young children, and (c) implementation of the SEL strategies in the classroom. In addition, preservice teachers in the treatment group developed more positive attitudes toward implementation of SEL strategies and the importance of teaching social and emotional skills to young children. Even though SEL beliefs did not predict treatment / control group differences, there were statistically significant differences in the development of SEL beliefs within each group. Preservice teachers in both groups highly believed that creating a SEL environment in the classroom and schoolwide is essential.
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Passarelli, Rebecca E. "The Measure of Social and Emotional Competence in Children (MSECC): An open-source, stakeholder-informed, and strength-based assessment tool for social and emotional competence in children." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594293390441975.

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Khan, Rifat Abbas. "The Effects of an Emotional Competency Program on the Development of Emotional Capital in Primary School Children." Thesis, Montpellier 3, 2012. http://www.theses.fr/2012MON30020.

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Pour développer le capital émotionnel, le domaine de l'éducation a besoin des programmes globaux qui pourraient former des individus sains, équilibrés, compétitifs, et capables à apporter le progrès, la paix et la prospérité à la société. Il y a aujourd’hui un besoin urgent de former des individus sains, équilibrés et équipés de compétences émotionnelles, personnelles et sociales pour faire face, dans un premier temps à des problèmes émotionnels, personnels, psychologiques, et socio-économiques, et afin de répondre, dans un deuxième temps, aux exigences du contexte social tout en prenant en compte les futurs défis. Le but de cette recherche était d'étudier les effets d'un programme de formation des compétences émotionnelles sur le développement du capital émotionnel des enfants des écoles primaires au Pakistan
The purpose of this research was to study the effects of an Emotional Competency Training Program, based on two conceptual models of Mayer & Salovey Model of EI and Goleman model of EI and one action model of Six Seconds Model of EI, on the development of emotional capital of primary school children in Pakistan. The sample of the study was the 4th class students from Amanat Memorial High School in Lahore, Pakistan. The class of 32 students was randomly divided into 16 students for experimental group and 16 for the control group. Different students from both groups could not participate in post-test or follow up and finally the 9 students for each group were included in the final data analysis of this research. The research had a pretest-posttest design with a control group and a follow up after the two month from posttest phase. The data was analyzed statistically by using the multivariate repeated measures analysis of variance technique with SPSS software. The results of the research demonstrate that the experimental group significantly increased the emotional capital scores at post-test phase as compared to the control group’s mean scores. While the experimental group, compared to control group, sustained this development up to the follow-up phase two months after the post-program phase
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Cortellazzo, Laura. "Emerging perspectives on behavioral competencies: an innovative measurement model, learning antecedents, and employability outcomes." Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/665048.

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¿Què fa que les persones siguin eficaces al treball? En les darreres dècades, comparacions entre l’assoliment superior i promig mostren que les persones amb major acompliment al treball són aquelles que manifesten competències comportamentals, les quals estan relacionades amb el comportament emocional i social. Amb la integració de teories de diferents camps, aquesta tesi contribueix a l’actual debat sobre competències comportamentals facilitant una millor comprensió dels seus antecedents, resultats i medicions. La demanda persistent el mercat de treball de professionals amb habilitats comportamentals més altes subratlla la necessitat d’aprofundir en la investigació i esbrinar, a part de la formació protocolar, què més pot ajudar al desenvolupament d’aquestes competències. A partir de la teoria d’aprenentatge experimental, el primer estudi, basat en una mostra d’estudiants licenciats, revela que una sèrie d’activitats extracurriculars pròpies de la vida real semblen predir diferents clústers de competències comportamentals. El segon estudi avalua l’impacte que les competències comportamentals tenen sobre la forma en que els estudiants licenciats encaren la seva carrera professional i com això afecta la seva ocupabilitat. El tercer estudi té com objectiu medir amb eficàcia competències comportamentals amb finalitats avaluatives i de desenvolupament personal. En aquest estudi es desenvolupa un instrument de mesura amb la intenció de posar al dia, ampliar i superar algunes limitacions pròpies de les escales existents. Basat en una revisió de la literatura i en investigacions empíriques addicionals, es proposa un nou i exhaustiu marc competencial, i es desenvolupen i validen les corresponents escales de mesura. Aquesta investigació ofereix un novedós model de mesura per competències comportamentals i mostra la importància del seu desenvolupament ja a una edat primerenca de la vida per tal que ajudi als estudiants a aventurar-se amb èxit al mercat laboral
¿Qué hace que las personas sean eficaces en el trabajo? En las ultimas décadas, comparaciones entre el desempeño superior y el promedio muestran que las personas con mayor desempeño en el trabajo son aquellas que manifiestan competencias comportamentales, las cuales estan relacionadas con el comportamiento emocional y social. Con la integración de teorías de diferentes campos, esta tesis contribuye al actual debate sobre competencias comportamentales facilitando una mejor comprensión de sus antecedentes, resultados y mediciones. La demanda persistente en el mercado de trabajo de profesionales con habilidades comportamentales más altas subraya la necesidad de profundizar en la investigación y averiguar, a parte de la formación protocolar, qué más puede ayudar al desarrollo de dichas competencias. A partir de la teoria de aprendizaje experimental, el primer estudio, basado en una muestra de estudiantes licenciados, revela que una serie de actividades extracurriculates propias de la vida real parecen predecir diferentes clústers de competencias comporamentales. El segundo estudio evalua el impacto que las comptencias comportamentales tienen sobre la forma en que los estudiantes licenciados encaran su carrera profesional y como ello afecta a su empleabilidad. El tercer estudio tiene como objecto medir con eficacia competencias comportamentales con finalidades evaluativas y de desarrollo personal. En dicho estudio se desarrolla un instrumento de medida con la intención de poner al día, ampliar y superar algunas limitaciones propias de las escalas existentes. Basado en una revisión de la literatura y investigaciones empíricas adicionales, se propone un nuevo y exhaustivo marco competencial, y se desarrollan y validan las correspondientes escalas de medida. Dicha investigación ofrece un novedoso modelo de medida para competencias comportamentales y muestra la importancia de su desarrollo ya a una edad temprana de la vida con tal de ayudar a los estudientes a aventurarse con éxito al mercado laboral.
What makes people effective at work? In recent decades systematic comparisons between best and average performers showed that people who perform best in their job are the ones who manifest behavioral competencies, which are the ones related to emotional and social behaviors. Through the integration of theories from different fields, this thesis contributes to the current debate on behavioral competencies by providing a better understanding of their antecedents, outcomes and measurement. The persistent demand in the job market for professionals with higher behavioral competencies, underlines the need for further research to understand, besides formal training, what else may enhance behavioral competencies. Drawing on experiential learning theory, the first study, based on a sample of graduates, reveals that a range of real life extracurricular activities seem to predict different clusters of behavioral competencies. The second study assesses the impact of behavioral competencies on the way graduates approach their career and the effect that this approach has on employability. Results indicate that behavioral competencies are critical not only for professionals to succeed in their careers, but also for students to better orient themselves in the career path and increase their employability. The third study aims at effectively measure behavioral competencies for both developmental and evaluation purposes. It develops a measurement instrument intended to update, enlarge and overcome the limits of existing scales. Based on literature review and additional empirical investigation, a new comprehensive competency framework is proposed and the related scales are developed and validated. This body of research offers an innovative measurement model for behavioral competencies and shows the importance of their development at an early stage in life to successfully guide students in their venture into the job market.
Cosa rende le persone efficaci nel loro lavoro? Negli ultimi anni una comparazione sistematica tra i performer migliori e quelli nella media ha evidenziato che le persone con le migliori prestazioni sono quelle che dimostrano competenze trasversali, ovvero competenze legate a comportamenti di comprensione e gestione di emozioni e relazioni. Attraverso l’integrazione di teorie provenienti da diversi ambiti scientifici, questa tesi contribuisce all’attuale dibattito sulle competenze trasversali attraverso l’approfondimento di fattori che facilitano lo sviluppo di queste competenze, una miglior comprensione dei loro effetti e delle loro modalità di misurazione. La persistente discrepanza in termini di competenze trasversali tra domanda e offerta nel mondo del lavoro sottolinea la necessità di indagare maggiormente i fattori che possono contribuire allo sviluppo di queste competenze. Basandosi sulla teoria dell’apprendimento esperienziale, il primo studio condotto su un campione di studenti universitari, fa luce sull’impatto di una serie di attività extracurriculari su diverse tipologie di competenze trasversali. Il secondo studio valuta l’influenza delle competenze trasversali sul modo in cui i neolaureati orientano la propria carriera e le relative conseguenze in termini di employability. I risultati ottenuti indicano che le competenze trasversali risultano critiche non solo per il successo nella carriera di professionisti, come precedentemente enfatizzato dalla letteratura, ma anche per un efficace orientamento alla carriera degli studenti e una conseguente maggiore occupabilità. Il terzo studio propone un efficace strumento di misurazione delle competenze trasversali, volto ad aggiornare, ampliare e a superare i limiti dei modelli esistenti. Basandosi sull’analisi della letteratura e su un’addizionale ricerca empirica, lo studio propone un nuovo modello di competenze trasversali e presenta lo sviluppo e la validazione delle relative scale. Questa ricerca fornisce un modello innovativo di misurazione delle competenze trasversali e mostra l’importanza del loro sviluppo sin dalle prime fasi per guidare con successo gli studenti verso la loro avventura nel mondo del lavoro.
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Conners, Michele Mari. "Socially and Emotionally Competent Leadership: Making Sense of a District-wide Focus on SEL." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108804.

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Thesis advisor: Raquel Muniz
Traditionally, district leaders are the initiators of large-scale reform efforts including the establishment of social emotional learning (SEL) initiatives. However, school-based leaders also bear the responsibility of implementing the programs and practices associated with such district-wide initiatives. While there is a significant body of research on strategies leaders can use during the implementation process, as well as the content of those strategies that enable sensemaking, there is little information about what district and school leaders should do to ensure successful implementation of social emotional learning (SEL) initiatives. Further, no research to date has focused on the manner in which district leaders support school-based leaders as they make sense of a district-wide focus on SEL, and how such a focus on SEL shapes school-based leadership practices. This study is part of a larger qualitative case study about leadership practices that model SEL competencies for adults or, promote the social and emotional learning for teachers and other staff, and the way those leadership practices shape a district and its schools in a Massachusetts public school district. The purpose of this individual study was to examine, through the lens of sensemaking, how district leaders supported school-based leaders as they made sense of a district-wide focus on SEL, how a district-wide focus on SEL shaped school-based leadership practices, and which school-based leadership practices, if any, modeled SEL competencies. Findings indicate that district leaders supported school-based leaders’ sensemaking by articulating a clear mission and goals, providing structures that fostered collaboration, and supporting professional development. However, the school-based leaders’ sensemaking could be deepened through greater opportunities to share their learning through collaboration. School-based leaders acknowledged that a district-wide focus on SEL shaped their leadership practices, namely that SEL serves as the foundation from which they lead. More specifically, all respondents mentioned leadership practices associated with the competencies of social awareness, relationship skills, and responsible decision-making. Implications suggest successful implementation of district-wide SEL initiatives relies on district leaders creating and supporting interactions that will support school-based leaders’ sensemaking of a district-wide focus on SEL
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Books on the topic "Social and Emotional Learning Competencies"

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Burrus, Jeremy, Samuel H. Rikoon, and Meghan W. Brenneman. Assessing Competencies for Social and Emotional Learning. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243.

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Focus on gender: Parent and child contributions to the socialization of emotional competence. San Francisco: Jossey-Bass, 2010.

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Matczak, Anna. Determinants of social and emotional competencies. Warszawa: Wydawn. Uniwersytetu Kardynała Stefana Wyszyńskiego, 2009.

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Järvelä, Sanna. Social and emotional aspects of learning. Amsterdam ; Boston: Academic Press, 2011.

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Ensing, Jean. Children Learning: Personal, social and emotional development. Walton on Thames: Spencer, 2002.

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Ensing, Jean. Children learning: Personal, social and emotional development. Walton on Thames: Spencer Publications, 2002.

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Love, Patrick G. Enhancing student learning: Intellectual, social and emotional integration. Washington, D.C: Educational Resources Information Center, 1995.

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The personal intelligences: Promoting social and emotional learning. Thousand Oaks, Calif: Corwin Press, 2001.

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Love, Patrick. Enhancing student learning: Intellectual, social, and emotional integration. Washington, DC: Graduate School of Education and Human Development, George Washington University, 1995.

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J, Elias Maurice, ed. Promoting social and emotional learning: Guidelines for educators. Alexandria, Va., USA: Association for Supervision and Curriculum Development, 1997.

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Book chapters on the topic "Social and Emotional Learning Competencies"

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Rikoon, Samuel H., Meghan W. Brenneman, and Jeremy Burrus. "Social and Emotional Learning Assessment." In Assessing Competencies for Social and Emotional Learning, 242–48. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-18.

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Burrus, Jeremy, Meghan W. Brenneman, and Samuel H. Rikoon. "Introducing Assessing Competencies for Social and Emotional Learning." In Assessing Competencies for Social and Emotional Learning, 1–5. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-1.

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Mattern, Krista, and Kate E. Walton. "Developing a Validity Argument for Social and Emotional Learning Assessments." In Assessing Competencies for Social and Emotional Learning, 43–56. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-5.

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Bulotsky-Shearer, Rebecca J., Pilar Alamos, Jenna Futterer, and Jhonelle Bailey. "A Developmental Framework for SEL Assessment." In Assessing Competencies for Social and Emotional Learning, 28–42. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-4.

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Primi, Ricardo, Nelson Hauck-Filho, and Felipe Valentini. "Self-report and Observer Ratings." In Assessing Competencies for Social and Emotional Learning, 99–116. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-9.

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Stoeffler, Kristin, Yigal Rosen, and Jason Way. "When Actions Speak Louder than Words." In Assessing Competencies for Social and Emotional Learning, 135–50. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-11.

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Berg, Juliette, Anne Diffenderffer, and David Osher. "School Climate Assessments." In Assessing Competencies for Social and Emotional Learning, 210–26. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-16.

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DiPerna, James C., Pui-Wa Lei, Christopher J. Anthony, and Stephen N. Elliott. "Principled and Practical Approaches to Developing SEL Assessments." In Assessing Competencies for Social and Emotional Learning, 79–98. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-8.

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Zenisky, April L. "Connecting Measurement and Action." In Assessing Competencies for Social and Emotional Learning, 151–66. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-12.

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Casillas, Alex, Brent Roberts, and Stephanie Jones. "An Integrative Perspective on SEL Frameworks." In Assessing Competencies for Social and Emotional Learning, 9–27. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003102243-3.

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Conference papers on the topic "Social and Emotional Learning Competencies"

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Vishnyakova, Elizaveta, Olga Vishnyakova, Alla Minyar-Beloroucheva, and Polina Sergienko. "L2 teaching to PR undergraduates through theatre techniques elements." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.01001v.

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Modern methods of L2 teaching aimed at improving its efficiency to overcome language barriers require the construction of the learning climate for undergraduates to develop professional skillsand competencies essential for their academic communication with ease and pleasure. The purpose of this article is to demonstrate one of the ways of achieving educational goals by creating positive emotions that PR undergraduates experience during L2 classwork through the introduction of the elements of theatrical techniques, which can help educators perform the tasks required to instill creativity. Effective L2 acquisition by PR undergraduates is allegedly best achieved through neutral emotions. Expressive and emotional actions in class create theatre-like atmosphere that disseminates positive emotions fostering education. The research has demonstrated the necessity to introduce theatre techniques elements into L2 teaching to PR undergraduates.
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Vishnyakova, Elizaveta, Olga Vishnyakova, Alla Minyar-Beloroucheva, and Polina Sergienko. "L2 teaching to PR undergraduates through theatre techniques elements." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.01001v.

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Modern methods of L2 teaching aimed at improving its efficiency to overcome language barriers require the construction of the learning climate for undergraduates to develop professional skillsand competencies essential for their academic communication with ease and pleasure. The purpose of this article is to demonstrate one of the ways of achieving educational goals by creating positive emotions that PR undergraduates experience during L2 classwork through the introduction of the elements of theatrical techniques, which can help educators perform the tasks required to instill creativity. Effective L2 acquisition by PR undergraduates is allegedly best achieved through neutral emotions. Expressive and emotional actions in class create theatre-like atmosphere that disseminates positive emotions fostering education. The research has demonstrated the necessity to introduce theatre techniques elements into L2 teaching to PR undergraduates.
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Atac, Selcuk. "THE CORRELATION BETWEEN SOCIAL AND EMOTIONAL INTELLIGENCE REGARDING LANGUAGE LEARNING COMPETENCES." In SGEM2011 11th International Multidisciplinary Scientific GeoConference and EXPO. Stef92 Technology, 2011. http://dx.doi.org/10.5593/sgem2011/s23.110.

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Yun, Saeyan. "The Effect of School Violence Prevention Programs on Social and Emotional Learning Competencies in South Korea: A Meta-Analysis." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1435984.

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Barnes, Tia. "Relationship Between Teachers' Emotional and Cultural Competence, Self-Efficacy in Social-Emotional Learning Beliefs, and Outcome Expectancies." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439374.

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Gunness, Sandhya, Rubina Devi Rampersad, Thanasis Daradoumis, and Reena Ittea. "Co-Creating for Resilience – Development of Transdisciplinary Skills and Competencies in Higher Education." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5478.

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This paper presents the co-creation of a University-wide Open Educational Resource (OER) on Transdisciplinary Skills and Competencies for enhancing graduate employment with the necessary knowledge, values, and attitudes for building a more resilient workforce in an increasingly uncertain future. The four Key Pillars underlying education and life from the highly influential, and increasingly relevant, Delor’s report (1996) underpinned the development of future-thinking stances for the first-year students as they engaged with learning activities that enabled them to: 1. Learn to know: Investigate their own learning and courses with more agency and depth through metacognitive strategies. 2. Learn to do: Relate theoretical knowledge to more relevant, practical, transdisciplinary applications through collaboration on working towards solution-oriented and challenge-based learning. 3. Learn to live together: This entails the cross-fertilization and respect of each-others’ ideas to bring about innovation through a learning environment that is conducive for thriving together. 4. Learning to be: Developing the human potential to its fullest, especially the skills, competencies and attitudes required to work in an increasingly connected world with greater responsibility for the attainment of common goals. // The objective of the action research was to co-create the OER with the input of both academics and students from different faculties. The collaboratively designed learning activities were adapted to different disciplines and educational contexts to enable learners to be assessed for four main value-laden skills and competencies: a) Collaborative Networking (comprising Cultural awareness, Acknowledging differences, Personal branding, Team playing and trust building, Virtuous circles). b) Communication Networking (comprising Social and Emotional Intelligence, Technology-enhanced Communications, verbal and non-verbal communication, conflict management). c) Growth Mindsets (comprising Solution Orientedness, Grit and determination, Opportunity seeking, creative and critical thinking, design thinking. d) Professional and Ethical Practices (comprising case studies and role plays to demonstrate Social responsibility, Sustainable development, Managing ethical dilemmas and transformational leadership). // 9 faculty members and their respective students formed part of the action research and while co-creation is perhaps too innovative and disruptive for certain academics, the students were appreciative of the opportunity of having a voice and participating in the co-creation of the learning activities that would develop their full potential. This study demonstrates the need for engaging with learners so that they are aware of the active role they play in the learning environment and to build resilience and self-efficacy from within.
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Cordero-Díaz, MA, and MP González-Amarante. "HUMANISM IN TIMES OF PANDEMIC: ONLINE CLINICAL SIMULATION FOR THE DEVELOPMENT OF ETHICAL COMPETENCIES." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7113.

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The SARS-COV2 health contingency and the cessation of face-to-face activities has motivated multiple educational innovations for distance teaching. Medical schools are particularly defied because of the need for clinical training, however simulation offers opportunities to achieve continuity. A clinical simulation exercise was redesigned and transformed to an online synchronic simulation via Zoom. The participating groups of medical students (n=53) were in the Bioethics and Clinical Bioethics courses, adjunct to their Pediatrics and Obstetrics and Gynecology (ObGyn) clerkships in June 2020. Two simulated clinical cases were performed via Zoom, followed by a debriefing session. Later, an online survey was applied to the participants to know their perception and experience with this new version, considering they had experienced the original face-toface simulation on the alternate clerkship the prior trimester. A mixed method approach was used to analyze the responses. The results showed that the virtual format was very effective, 72% considered it very similar to the original version. The exercise revealed high emotional commitment, allowing students to develop their socio-emotional skills. Student reactions were categorized and coded as emotions triggered by a) their performance as professionals, b) those related directly to the patient’s emotions and situation, which showed significant gender differences, and c) students' anxiety related to the academic exercise itself, the least found. The fact that the clinical component was restructured due to the remote format may have helped in focusing on the preponderance of emotional, communication and relational aspects of the patient-doctor relationship. Also, most students identified the exercise was meaningful in approaching bioethics contents, including end-of-life decisions in patient care, and informed consent. In conclusion, the online clinical simulation activity proved effective in integrating professionalism outcomes that encompass ethical knowledge, skills and attitudes that prepare medical students for their professional role, along with the debriefing reinforcing insightful learning integration. Keywords: educational innovation, higher education, clinical simulation, humanism, ethics
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Gerli, Fabrizio, Sara Bonesso, and Laura Cortellazzo. "Nurturing students’awareness of their behavioral competencies: The Competency Lab experience." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9232.

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Behavioral competencies, also defined emotional and social competencies (ESCs), are considered to be increasingly important for graduates’ workplace readiness. Drawing on studies that adopt the “whole person” learning approach and the Intentional Change Theory (ICT), this paper illustrates a teaching approach that higher educational institutions should implement, across different curricula and disciplinary fields, in order to improve students’ awareness of their behavioral compentecies and to direct their development coherently with the future professional and personal objectives. In doing this, we give an illustration of the lessons learned from an educational initiative, Competency Lab, designed by a research center of a public university in Italy, that was devoted to master’s students. From the analysis of the students’ learning outcomes, the paper shows the positive impact of : i) proposing the ICT approach, through which students assume personal responsibility for the development of ESCs; ii) integrating multiple learning methods and tools with a specific application of experiential methods to stimulate self-reflection and active experimentation; and iii) encouraging students’ engagement through web-based technologies. We provide implications for educators illustrating how students can self-define the ESCs to develop, following a rigorous method that is tailored to their specific level of maturity and personal motivation.
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Cossovich, Rodolfo, and Gabriele Ermacora. "INTERACTIVE TECHNOLOGY WORKSHOP AS AN ACTIVITY FOR SOCIAL-EMOTIONAL COMPETENCE IN A POST-PANDEMIC SCENARIO." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1468.

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Kuracki, Kamil, and Agnieszka Dłużniewska. "EMOTIONAL AND SOCIAL COMPETENCES AND READING PRACTICE OF POLISH ADOLESCENT STUDENTS WITH DYSLEXIA AND WITHOUT DYSLEXIA." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1243.

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Reports on the topic "Social and Emotional Learning Competencies"

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Rosen, Jeffrey A., Kesha Hudson, Susan Rotermund, Cheryl Roberts, and Anna-Lisa Mackey. Social Emotional Learning in Middle School: Developing Evidence-Based Programs. RTI Press, July 2022. http://dx.doi.org/10.3768/rtipress.2022.op.0075.2207.

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This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students’ SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students.
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Schneider, Sarah, Daniel Wolf, and Astrid Schütz. Workshop for the Assessment of Social-Emotional Competences : Application of SEC-I and SEC-SJT. Otto-Friedrich-Universität, 2021. http://dx.doi.org/10.20378/irb-49180.

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The modular workshop offers a science-based introduction to the concept of social-emotional competences. It focuses on the psychological assessment of such competences in in institutions specialized in the professional development of people with learning disabilities. As such, the workshop is primarily to be understood as an application-oriented training programme for professionals who work in vocational education and use (or teach the usage of) the assessment tools SEC-I and SEC-SJT (Inventory and Situational Judgment Test for the assessment of social-emotional competence in young people with (sub-) clinical cognitive or psychological impairment) which were developed at the University of Bamberg. The workshop comprises seven subject areas that can be flexibly put together as required: theoretical basics and definitions of social-emotional competence, the basics of psychological assessment, potential difficulties in its use, usage of the self-rating scale, the situational judgment test, the observer-rating scale, and objective observation of behaviour. The general aim of this workshop is to learn how to use and apply the assessment tools in practical settings.
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Feikes, David, William Walker, Madelaine Miller, and Lisa Alessandri. The Role of Social and Emotional Learning in the Math Recovery Project. Purdue University, 2022. http://dx.doi.org/10.5703/1288284317455.

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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Cuesta-Valiño, Pedro. Happiness Management. A Social Well-being multiplier. Social Marketing and Organizational Communication. Edited by Rafael Ravina-Ripoll. Editorial Universidad de Sevilla, 2022. http://dx.doi.org/10.12795/2022.happiness-management.

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On behalf of the Happiness University Network, we are pleased to present here an extract of the information concerning the universities working to generate the diffusion of this network. Specifically, with the support of the University of Salamanca and the Pontifical University of Salamanca the aim is to create a friendly and working environment for the dissemination and discussion of the latest scientific and practical developments in the fields of happiness economics, corporate wellbeing, happiness management and organisational communication. It also offers an opportunity for productive encounters, the promotion of collaborative projects and the encouragement of international networking. Below you will find papers related to: Economics of happiness, happiness management, organisational communication, welfare state economics, consumer happiness, leadership, social marketing, happiness management and SDGs, happiness management in human resource strategies, learning and competencies in happiness management, learning and competencies in social well-being, measurement and indicators of happiness and well-being and history of welfare economics.
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.
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Merzlykin, Olexandr, and Iryna Topolova. Developing of Key Competencies by Means of Augmented Reality in Science and Language Integrated Learning. [б. в.], May 2018. http://dx.doi.org/10.31812/123456789/2897.

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Using of new learning and IC technologies is necessary for effective learning of modern students. That is why it can be reasonable to introduce augmented reality and content-language integrated learning in educational process. Augmented reality helps create firm links between real and virtual objects. Content and language integrated learning provides immersion in an additional language and creates challenging group and personal tasks in language and non-language subjects. Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of these technologies’ implementation in secondary schools.
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Merzlykin, Olexandr V., Iryna Yu Topolova, and Vitaliy V. Tron. Developing of Key Competencies by Means of Augmented Reality at CLIL Lessons. [б. в.], November 2018. http://dx.doi.org/10.31812/123456789/2661.

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Using of new learning and IC technologies is necessary for effective learning of modern students. Their specific educational needs are: using of mobile ICTs, collaboration, challenging tasks and entertainment. Appropriate learning environment should be created to satisfy all these demands. It ought to deal with cloud-based technologies (for 24/7 access, individual and group work according to a personal schedule), augmented reality (for creating of firm links between real and virtual objects), content and language integrated learning (for immersion in an additional language and creation challenging groups and personal tasks in language and non-language subjects). Using these technologies in complex provides social and ICT mobility and creates positive conditions for developing 9 of 10 key competencies. The paper deals with the features, problems and benefits of technologies’ implementation in secondary schools. To sum up, in spite of all difficulties, this environment helps students to get some practical experience in using foreign languages and understanding abstract nature concepts; to develop language and research competencies and to remain motivated (and self-motivated) in learning Science and English.
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Knight, Ruth, and Kylie Kingston. Gaining feedback from children in The Love of Learning Program. Queensland University of Technology, November 2020. http://dx.doi.org/10.5204/rep.eprints.206154.

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This report details both the process undertaken to develop an evaluation instrument that can collect feedback from children in the Love of Learning program and feedback the children have provided. A total of 178 children who are beneficiaries of the program completed the survey, and 91% confirmed the program was positively supporting them. They provided their feedback using a 20-question survey which measured four protective factors that previous research suggests supports children to engage with and enjoy learning, helping them to thrive in school and life. The protective factors are known to foster social, emotional, and academic development and success. There is a strong positive association between these factors, and the results of the survey suggest the Love of Learning program is influencing children's attitude towards learning and school. This report highlights some of the design challenges and complexities when engaging children in participatory evaluation. Importantly, to ensure children are given an opportunity to provide feedback, they must be supported by their foster carer who need to also feel informed and confident to be part of the evaluation process and empower children to speak up. Further research will now be conducted to implement the evaluation process more widely and ascertain if the protective factors improve a child’s health, educational engagement, and performance.
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Dabrowski, Anna, and Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, November 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.
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