Background/purpose: The enhancement of students' social skills and prosocial behavior in the learning process in the school environment is a must as an effort to minimize the emergence of various moral corruptions among students, such as acts of violence, bullying, being individual, lack of empathy, lack of motivation to learn, which has an impact…

The relevance of the study is conditioned by the fact that social relations require from a school graduator not only the subject specific competences, but also the ability to build interpersonal interaction based on moral norms. Therefore, this article is aimed to reveal the conditions of the school educational environment organization promoting…

I assessed the effect of the dimensions of emotionalized learning experiences on the social competence of 3 intact groups of BBA students. Each group was taught the affective course, Reinvent Yourself, by a different teaching method. There was a significant effect of the dimensions on students' social competence, particularly with regard to the…

Mary Lou Cobb gives a framework from a very practical point of view, leaning on the aspects of grace and courtesy that are fundamental and arise out of a Montessori administrative point of view. Her examples are pragmatic, such as the grace and courtesy of a greeting, of movement, as a whole-school culture, and the right use of language. She calls…

Don't be fooled by Elise Huneke-Stone's disarming beginning where she implies that grace and courtesy is not normally associated with the elementary. She goes on to elaborate that grace and courtesy is indeed everywhere: in project-based learning, understanding of moral precepts, social and intellectual independence, in the utilization of empathy,…

In this study, we sought to create and validate a brief measure to assess students' perceptions of kindness in school. Participants included 1,753 students in Grades 4 to 8 attending public schools in a large school district in southern British Columbia. The School Kindness Scale (SKS) demonstrated a unidimensional factor structure and adequate…

Principals, teachers, and school support staff perceive an increase in disrespect for the educational system and its representatives (Lickona, 1991). Using a qualitative research design through focus groups this study sought to answer the following question: "What are the similarities and differences between students' and teachers'…

Schools are an important context for children's social and emotional development. In classrooms and other school settings, children and adolescents need to have skills such as managing negative emotions, being calm and focused, following directions, and navigating relationships with peers and adults. To build and support these skills, schools have…

Objective: This article examines the impact of a universal social-emotional learning program, the Fast Track PATHS (Promoting Alternative Thinking Strategies) curriculum and teacher consultation, embedded within the Fast Track selective prevention model. Method: The longitudinal analysis involved 2,937 children of multiple ethnicities who remained…

Disproportionality and the poor post-school outcomes for African American youth with disabilities have been ongoing issues in special education. Limited opportunities to engage in social interactions may exacerbate these poor post-school outcomes for African American students with mild intellectual disabilities and challenging behaviors. African…

Character education programs support the development of positive character traits in children and adults. Effective violence prevention programs improve pro-social competencies and reduce negative behaviors in students by enhancing protective factors (strong bonds with teachers; clear rules of conduct that are consistently enforced) and targeting…

Behavior problems continue to be an issue for teachers and parents to address. Studies have shown that challenging behaviors in early childhood are linked to problems in the areas of academics and socialization in adolescence and adulthood. Most schools use a reactive, consequence-based approach to behavior management. With school violence and…

In this article, the concept of Organizational Citizenship Behavior (OCB) is transposed from a work context, in which it was developed, to secondary school. Two studies test the assumption of a social valorization of OCB declaration in a school context. In Study 1, 445 pupils (sixth-graders to ninth-graders) answered an OCB questionnaire,…

This article provides an overview of each of seven programs evaluated as part of the Social and Character Development Research Program (SACD), a federally-funded multiprogram evaluation project. It further examines the theoretical underpinnings, the teaching strategies employed, the content delivered, modifications made to the implementation or…

There is an increasing awareness that school failure and early school leaving are processes, rather than discrete events, that often co-occur and can have lasting negative effects on children's development. Most of the literature has focused on risk factors for failure and dropout rather than on the promotion of competencies that can increase…