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Elaine Lin Wang; Nastassia Reed; Christopher Joseph Doss; Jill S. Cannon – RAND Corporation, 2024
Though early childhood educators have a long history of emphasizing learning through play to foster the development of the whole child, including social-emotional competencies, the proliferation of formal social-emotional learning (SEL) curricula first seen in kindergarten to 12th grade has expanded to prekindergarten. This report presents initial…
Descriptors: Preschool Children, Social Development, Emotional Development, Social Emotional Learning
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Christopher Joseph Doss; Elaine Lin Wang; Jill S. Cannon; Nastassia Reed; Joshua Eagan; Brian Kim – RAND Corporation, 2024
This report presents the results of a study conducted by RAND researchers that investigated the implementation and effects of the Positive Emotional Development and Learning Skills (PEDALS) program in prekindergarten classrooms in Western and Central New York and Southeast Michigan. PEDALS is a social-emotional learning (SEL) program that combines…
Descriptors: Preschool Children, Social Development, Emotional Development, Social Emotional Learning
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Hines, Erik M.; Ford, Donna Y.; Middleton, Tanya J.; Fletcher, Edward C.; Moore, James L., III; Wright, Brian L.; Grantham, Tarek C. – Roeper Review, 2023
Sternberg's transformational giftedness theory is visionary given its focus on GATE students being agents of change who use their gifts and talents in meaningful ways to address real issues. The theory merges seamlessly with several multicultural or culturally responsive theories and frameworks/models. We introduce the "culturally responsive…
Descriptors: Academically Gifted, Gifted Education, Culturally Relevant Education, Student Diversity
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Hu, Hongliang – Roeper Review, 2019
This article explores how resilience draws upon positive individual, social, contextual, and cultural variables and buffers gifted children from the harmful impact of their psychosocial and emotional needs. Its purpose is to consider building resilience in gifted children and advocating the resilience curriculum requirement for their unique social…
Descriptors: Foreign Countries, Children, Resilience (Psychology), Developmentally Appropriate Practices
Alessandra E. Ward; Jenna L. Beebe; George M. Lane; Lakeisha Steele; Aileen Ma – Collaborative for Academic, Social, and Emotional Learning, 2025
This is the second in a series of briefs published by the Collaborative for Academic, Social, and Emotional Learning (CASEL) on how social and emotional learning (SEL) is integral to the teaching and learning of literacy practices. In this brief, the authors discuss how to support the development of elementary-aged children's ability to read…
Descriptors: Social Emotional Learning, Elementary School Students, Literacy Education, Reading Instruction
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Todd, Charley; Smothers, Moriah; Colson, Tori – Clearing House: A Journal of Educational Strategies, Issues and Ideas, 2022
The implementation of social and emotional learning (SEL) related tools and strategies is becoming widely used in classrooms within the United States to promote student success. However, teachers may not feel prepared or knowledgeable about the topic which leads to apprehension regarding implementation. It is imperative for educators to understand…
Descriptors: Social Emotional Learning, Teacher Competencies, Curriculum, Self Management
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Setti-Parnes, Michal – Journal of Invitational Theory and Practice, 2021
Children from military families comprise nearly 4% of the entire school-age population of the United States. Of those children, approximately 90% attend public schools serving both military and nonmilitary student populations (Ruff and Keim, 2014). Previous literature established some understanding regarding this population's emotional and…
Descriptors: Military Personnel, Student Needs, Social Development, Emotional Development
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Brackett, Marc A.; Bailey, Craig S.; Hoffmann, Jessica D.; Simmons, Dena N. – Educational Psychologist, 2019
Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage their own and other's emotions and behavior, make…
Descriptors: Social Development, Emotional Development, Teaching Methods, Theories
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Yang, Weipeng; Datu, Jesus Alfonso D.; Lin, Xunyi; Lau, Michelle Marie; Li, Hui – Early Education and Development, 2019
Research Findings: This meta-analysis examined 29 (quasi-)experimental studies that involved low-income children ages 3 to 5 who might be subject to risks of academic failure and other negative outcomes. Compared to the controls, children who learned with social-emotional learning (SEL) curricula demonstrated significantly improved…
Descriptors: Low Income Students, At Risk Students, Academic Failure, Social Development
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Bauml, Michelle; Patton, Mary Martin; Rhea, Deborah – Journal of Research in Childhood Education, 2020
Recess in the United States is decidedly limited in elementary schools, despite numerous research findings that support unstructured play as a vehicle for development across multiple domains. It is widely understood that recess breaks promote prosocial behaviors, physical activity, and attentiveness in class. However, few researchers in the United…
Descriptors: Recess Breaks, Elementary School Teachers, Teacher Attitudes, Time Management
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Perryman, Kristi L.; Popejoy, Erin Kern; Conroy, Julia – Journal of School-Based Counseling Policy and Evaluation, 2020
This study examined the lived experience of teachers and mental health paraprofessionals implementing the Jesse Lewis Choose Love curriculum in an alternative school setting. Social emotional learning curriculum implementation within the unique structure of alternative schools is important to investigate in order to better understand the unique…
Descriptors: Nontraditional Education, Special Schools, Mental Health, Paraprofessional Personnel
Taub-Chan, Madelene S. – ProQuest LLC, 2021
Principals are instructional leaders. In order to improve their skill base, they need to receive assistance through frameworks, models, and evidence that depicts best practices aligned to the needs of their school. Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students are likely to be in every classroom in every school in the…
Descriptors: LGBTQ People, Principals, Administrator Role, At Risk Students
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Dar, Fatima – Journal of Education and Educational Development, 2018
The study addressed a cognitive-affective gap in the textual content of a primary English curriculum. The research design was qualitative in nature. In the first part of the study, document analysis of the textbooks from grades 1-5 was done to prove that empathetic and pro-social themes were under represented in them. The second part of the study…
Descriptors: Elementary School Curriculum, English Instruction, Textbook Content, Prosocial Behavior
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Green, Jennifer H.; Passarelli, Rebecca E.; Smith-Millman, Mills K.; Wagers, Keshia; Kalomiris, Anne E.; Scott, Madeline N. – Psychology in the Schools, 2019
Clinicians and training programs strive to implement evidence-based practices and manualized treatments with fidelity. However, the constraints of a local setting may limit the extent to which this is possible. In the current study, an adapted model of an evidence-based social-emotional learning small group curriculum, the Incredible Years…
Descriptors: Socialization, Social Development, Emotional Development, Evidence Based Practice
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Cavilla, Derek – Gifted Education International, 2019
There is a growing demand for equal support of social-emotional learning across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their…
Descriptors: Academically Gifted, Affective Behavior, Social Development, Emotional Development
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