Originally published in 1991, "First Episodes: Pupil Careers in the Early Years of School" is based on a four-year longitudinal study of pupils from two different catchment areas from the first days of their entry to primary school. Using qualitative methodologies of depth interviewing and 'naturalistic' observation, it attempts to…

Decades of research maintain that culturally relevant teaching (CRT) is a powerful methodology for understanding the obligation to teach minoritized students of color in authentic ways that acknowledge and honor them and the ethnic groups they represent, increase achievement and engagement of students representing diverse cultures, and reduce…

Although Social and Emotional Learning (SEL) is seen to benefit children and youth, evidence is largely built on summative trials of programmes, with little comparative insight into the specific approaches that underpin SEL. The current study sought to highlight a hitherto underutilized approach in identifying common SEL practices through the…

The main objective of this research was to analyze the impact and development of intervention programs based on the Teaching Personal and Social Responsibility (TPSR) model within the school context. A systematic review was conducted in seven international databases. The keywords "TPSR" and "Education" were used in different…

Many teachers, pastoral care staff, counsellors, psychologists and others from related disciplines who support children and young people's (CYP's) personal, social and emotional development are concerned by declining well-being and the increased demand for pastoral care and counselling for students with social, emotional and mental health (SEMH)…

School counselors are in a unique position to support the development and success of student refugees. This article presents a multi-tiered systemic approach for school counselors to enhance the social/emotional, academic, and career development of student refugees in K-12 schools. The article elaborates on culturally sensitive practical…

While the importance of social-emotional learning for student success is well established, educators and researchers have less knowledge and agreement about which social-emotional skills are most important for students and how these skills distribute across student subgroups. Using a rich longitudinal dataset of 221,840 fourth through seventh…

Most schools around the world are configured as a single-age structure, according to their chronological age. Based on a case study of one Israeli school, this article seeks to present the value and contributions of a multi-age structuring relation to significant learning experiences. The findings of this article show that the multi-age structure…

A growing number of school systems use self-report surveys to track students' social-emotional development as a tool to inform policy and practice. We use the first large-scale panel survey of social-emotional learning (SEL) to simulate how four constructs--growth mindset, self-efficacy, self-management, and social awareness--develop from Grade 4…

The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physical education (PE) settings to inform a future research agenda for the field. A methodological framework involving the processes of inductive analysis…

This work discusses the effort to begin helping university students fulfill the university mission and core curriculum objectives through the Foundations of Sports Outreach course and the Sports Outreach Initiative at Gonzaga University. Guided by Catholic Social Teaching principles, the primary goal of the course was to provide a social…

This article contains four parts. It begins with a description of the Child Development Project, a research project aimed at discovering ways to integrate a focus on students' social and moral development in elementary schools. Then we describe the project's mixed results in helping teachers successfully apply its approach to classroom management,…

The study examined the reading and character growth of elementary school students (n = 2144) in urban public charter school classrooms (n = 88), focusing on the relationship between the students' growth and a character-focused lesson. Reading growth, as measured by in-classroom reading assessments, and character growth, as measured by self- and…

Prior work has shown that levels of self-reported student social-emotional learning (SEL) predict student achievement levels--as well as student achievement gains--but little has been done to understand if within-student changes in student reports of SEL are predictive of changes in theoretically related academic and behavioral outcomes. We use…

This social validity study accompanied a 9-month randomized control trial that investigated the efficacy of an emergent literacy program, Early Literacy Skills Builder (ELSB), delivered in general education elementary classrooms to students with severe disabilities, including autism. The social validity research questions focused on (a) the social…