Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon

Educational Psychologist

Volumn 54, Issue 3, 2019, Pages 222-232

  Schonert Reichl, Kimberly A ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85070792570     PISSN: 00461520     EISSN: None     Source Type: Journal    
DOI: 10.1080/00461520.2019.1633925     Document Type: Note

References (73)

1. Alvarez, H. K. (2007). The impact of teacher preparation on responses to student aggression in the classroom. Teaching and Teacher Education, 23(7), 1113. doi:10.1016/j.tate.2006.10.001
2. Baltes, P. B., Reuter-Lorenz, P. A., & Rösler, F. (Eds.). (2006). Lifespan development and the brain: The perspective of biocultural co-constructivism. New York, NY: Cambridge University Press.
3. Benn, R., Akiva, T., Arel, S., & Roeser, R. W. (2012). Mindfulness training effects for parents and educators of children with special needs. Developmental Psychology, 48(5), 1476–1487. doi:10.1037/a0027537
4. Berg, J., Osher, D., Same, M. R., Nolan, E., Benson, D., & Jacobs, N. (2017). Identifying, defining, and measuring social and emotional competencies–Final report. Washington, DC: American Institutes for Research. Retrieved from https://www.air.org/resource/identifying-defining-and-measuring-social-andemotional-competencies
5. Brackett, M. A., Bailey, C. S., Hoffmann, J. D., & Simmons, D. N. (2019/this issue). RULER: A theory-driven, systemic approach to social, emotional, and academic learning. Educational Psychologist, 54(3), 144–161. doi:10.1080/00461520.2019.1614447
6. Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national survey on how social and emotional learning can empower children and transform schools. Washington, DC: Civic Enterprises.
7. Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science. Advance online publication. doi:10.1080/10888691.2017.1398649
8. Caprara, G. V., Barbaranelli, C., Pastorelli, C., Bandura, A., & Zimbardo, P. G. (2000). Prosocial foundations of children’s academic achievement. Psychological Science, 11(4), 302–306. doi:10.1111/1467-9280.00260
9. Collaborative for Academic, Social, and Emotional Learning. (2013). 2013 CASEL guide: Effective social and emotional learning programs — Preschool and elementary school edition. Chicago, IL: Author.
10. Daniels, D. H., & Shumow, L. (2003). Child development and classroom teaching: A review of the literature and implications for educating teachers. Applied Developmental Psychology, 23(5), 495–526. doi:10.1016/S0193-3973(02)00139-9
11. Darling-Hammond, L. (2001). The challenge of staffing our schools. Educational Leadership, 58(8), 12–17.
12. Darling-Hammond, L., & Bransford, J. (Eds.). (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. San Francisco, CA: Jossey-Bass.
13. Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21(5), 335–341. doi:10.1177/0963721412453722
14. Domitrovich, C. E., Durlak, J., Staley, K. C., & Weissberg, R. P. (2017). Social- emotional competence: An essential factor for promoting positive adjustment and reducing risk and school children. Child Development, 88(2), 408–416. doi:10.1111/cdev.12739
15. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). Enhancing students’ social and emotional development promotes success in school: Results of a meta-analysis. Child Development, 82(1), 405–501. doi:10.1111/j.1467-86242010.01564.x
16. Ferguson, K., Frost, L., & Hall, D. (2012). Predicting teacher anxiety, depression, and job satisfaction. Journal of Teaching and Learning, 8(1), 27–42. doi:10.22329/jtl.v8i1.2896
17. Frydenberg, E., Martin, A., & Collie, R. J. (2017). Social and emotional learning in Australia and the Asia-Pacific. New York, NY. Springer. doi:10.1007/978-981-10-3394-0
18. Greenberg, M. T. (2010). School-based prevention: Current status and future challenges. Effective Education, 2(1), 27–52. doi:10.1080/19415531003616862
19. Greenberg, M. T., Katz, D. A. C., & Klein, L. (2015). The potential effects of SEL on biomarkers and health outcomes: A promissory note. In J. A., Durlak, C. E., Domitrovich, R. P., Weissberg, & T. P., Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 81–96). New York, NY: Guilford.
20. Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6–7), 466–474. doi: 10.1037/0003-066X.58.6-7.466
21. Hamre, B. K., & Pianta, R. C. (2010). Classroom environments and developmental processes. In J. L., Meece & J. S., Eccles (Eds.), Handbook of research on schools, schooling, and human development (pp. 25–41). New York, NY: Routledge.
22. Hawkins, J. D., Jenson, J. M., Catalano, R., Fraser, M. W., Botvin, G. J., Shapiro, V., …. Stone, S. (2015). Unleashing the power of prevention (Discussion paper). Washington, DC: Institute of Medicine and National Research Council.
23. Heckman, J. J. (2007). The economics, technology, and neuroscience of human capability formation. Proceedings of the National Academy of Sciences, 104(33), 13250–13255. doi:10.1073/pnas.0701362104
24. Humphrey, N. (2013). Social and emotional learning: A critical appraisal. London, UK: Sage.
25. Immordino-Yang, M. H., Darling-Hammond, L., & Krone, C. R. (2019/this issue). Nurturing nature: How brain development is inherently social and emotional, and what this means for education. Educational Psychologist, 54(3), 185–204. doi:10.1080/00461520.2019.1633924
26. Ingersoll, R. M., & Smith, T. M. (2003). The wrong solution to the teacher shortage. Educational Leadership, 60, 30–33.
27. Jackson, P. W. (1968). Life in classrooms. Troy, MO: Holt, Rinehart & Winston.
28. Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019/this issue). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. doi:10.1080/00461520.2019.1623032
29. Jennings, P. A., Brown, J. L., Frank, J. L., Doyle, S., Oh, Y., Davis, R., … Greenberg, M. T. (2017). Impacts of the CARE for Teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. doi:10.1037/edu0000187
30. Jennings, P. A., & Frank, J. L. (2015). Inservice preparation for educators. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 422–437). New York: Guilford Press.
31. Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28(4), 374–390. doi:10.1037/spq0000035
32. Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. doi: 10.3102/0034654308325693
33. Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105(11), 2283–2290. doi:10.2105/AJPH.2015.302630
34. Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators‘social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62–65. doi: 10.1177/003172171309400815
35. Jones, S. M., & Kahn, J. (2017). The evidence base for how we learn: Supporting students’ social, emotional, and academic development. The Aspen Institute.
36. Jones, S. M., McGarrah, M. W., & Kahn, J. (2019/this issue). Social and emotional learning: A principled science of human development in context. Educational Psychologist, 54(3), 129–143. doi:10.1080/00461520.2019.1625776
37. Jones, S., Farrington, C. A., Jagers, R., & Brackett, M. (2019). Social, emotional, and academic development: A research agenda for the next generation. National Commission on Social, Emotional, and Academic Development. Washington, DC: The Aspen Institute.
38. Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York, NY: Bantam Doubleday Dell.
39. Koller, J. R., & Bertel, J. M. (2006). Responding to today’s mental health needs of children, families and schools: Revisiting the pre-service training and preparation of school-based personnel. Education and Treatment of Children, 29, 197–217.
40. Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. Alexandra, VA: Association for Supervision and Curriculum Development.
41. McKown, C. (2019/this issue). Challenges and opportunities in the applied assessment of student social and emotional learning. Educational Psychologist, 54(3), 205–221. doi:10.1080/00461520.2019.1614446
42. Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S. E., Cameron, C., & Peugh, J. L. (2012). The contribution of teachers' emotional support to children's social behaviors and self-regulatory skills in first grade. School Psychology Review, 41(2), 141–159.
43. Milkie, M. A., & Warner, C. H. (2011). Classroom learning environments and the mental health of first grade children. Journal of Health and Social Behavior, 52(1), 4–22. doi:10.1177/0022146510394952
44. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. doi:10.1073/pnas.1010076108
45. National Commission on Teaching and America’s Future. (2007). The cost of teacher turnover in five school districts: A pilot study. Washington, DC: Author. Retrieved from http://www.nctaf.org/resources/demonstration_projects/turnover/documents/CTTExecutiveSummaryfinal.pdf
46. National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st Century. In Committee on Defining Deeper Learning and 21st Century Skills, J. W., Pellegrino & M. L., Hilton (Eds), Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education (pp. 37–68). Washington, DC: The National Academies Press.
47. Oberle, E., & Schonert-Reichl, K. A. (2016). Stress contagion in the classroom? The link between classroom teachers’ burnout and morning cortisol in elementary school students. Social Science & Medicine, 159, 30–37. doi:10.1016/j.socscimed.2016.04.031
48. Oberle, E., Schonert-Reichl, K. A., Hertzman, C., & Zumbo, B. (2014). Social-emotional competencies make the grade: Predicting academic success in early adolescence. Journal of Applied Developmental Psychology, 35(3), 138–147. doi:10.1016/j.appdev.2014.02.004
49. Organization for Economic Co-operation and Development. (2015). Skills for social progress: The power of social and emotional skills. Paris, France: OECD Skills Studies, OECD Publishing.
50. Organization for Economic Co-operation and Development. (2018). The future of education and skills: Education 2030 (E2030 Position Paper). Paris, France: OECD Publishing.
51. Rimm-Kaufman, S. E., & Hamre, B. K. (2010). The role of psychological and developmental science in efforts to improve teacher quality. Teachers College Record, 112, 2988–3023. Retrieved from http://www.tcrecord.org/library/content.asp?contentid=16046)
52. Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., … Harrison, J. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomised, waitlist-control field trials. Journal of Educational Psychology, 105(3), 787–804. doi:10.1037/a0032093
53. Rose, L. C., & Gallup, A. M. (2000). The 32nd Annual Phi Delta Kappa/Gallup poll of the public’s attitudes towards the public schools. Retrieved from http://www.pdkintl.org/kappan/kpol0009.htm
54. Santrock, J. (1993). Adolescents. Dubuque, IA: Wm. C. Brown & Benchmark.
55. Sarason, S. (2001). American psychology and the schools: A critique. Washington, DC. Teachers College Press.
56. Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. Future of Children, 27(1), 137–155. [Special Issue: Social and Emotional Learning]. Retrieved from https://www.jstor.org/stable/44219025
57. Schonert-Reichl, K. A., Hanson-Peterson, J. L., & Hymel, S. (2015). Social and emotional learning and pre-service teacher education. In J. A., Durlak, R. P., Weissberg, C. E., Domitrovich, & T. P., Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 406–421). New York, NY: Guilford.
58. Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. A report prepared for the Collaborative for Academic, Social, and Emotional Learning (CASEL).Vancouver, BC, Canada: University of British Columbia.
59. Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T., & Diamond, A. (2015). Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A Randomized Controlled Trial. Developmental Psychology, 51(1), 52–66. doi:10.1037/a0038454
60. Schonert-Reichl, K. A., & Weissberg, R. P. (2015). Social and emotional learning during childhood. In T. P., Gullotta & M., Bloom (Eds.), Encyclopedia of primary prevention and health promotion (2nd ed., pp. 936–949). New York, NY: Springer Press.
61. Schreier, H., Schonert-Reichl, K. A., & Chen, E. (2013). Effect of volunteering on risk factors for cardiovascular disease in adolescents: A Randomized Controlled Trial. JAMA Pediatrics, 167(4), 327–332. doi:10.1001/jamapediatrics.2013.1100
62. Shulman, L. S. (2004). The wisdom of practice: Essays on teaching, learning, and learning to teach. San Francisco, CA: Jossey-Bass.
63. Siebert, C. J. (2005). Promoting preservice teachers’ success in classroom management by leveraging a local union’s resources: A professional development school initiative. Education, 125(3), 385–392.
64. State, T. M., Kern, L., Starosta, K. M., & Mukherjee, A. D. (2011). Elementary pre- service teacher preparation in the area of social, emotional, and behavioural problems. School Mental Health, 3(1), 13–23. doi: 10.1007/s12310-010-9044-3
65. Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta‐analysis of follow-up effects. Child Development, 88(4), 1156–1171. doi:10.1111/cdev.12864
66. Torrente, C., Alimchandani, A., & Aber, J. L. (2015). International perspectives on SEL. In J. A., Durlak, C. E., Domitrovich, R. P., Weissberg, & T. P., Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 566–587). New York, NY: Guilford.
67. Varela, A. D., Kelcey, J., Reyes, J., Gould, M., & Sklar, J. (2013). Learning and resilience: The crucial role of social and emotional well-being in contexts of adversity. Education Notes. Washington, DC: The World Bank in collaboration with the International Rescue Committee.
68. Weissberg, R. P., Caplan, M. Z., & Sivo, P. J. (1989). A new conceptual framework for establishing school-based social competence promotion programs. In L. A., Bond & B. E., Compas (Eds.), Primary prevention and promotion in the schools (pp. 255–296). Newbury Park, CA: Sage.
69. Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Durlak, J. A. (2015). Social and emotional learning: Past, present, and future. In J. A., Durlak, C. E., Domitrovich, R. P., Weissberg, & T. P., Gullotta (Eds.), Handbook of social and emotional learning: Research and practice. (pp. 3–19). New York, NY: Guilford.
70. Wentzel, K. R. (1993). Does being good make the grade? Social behavior and academic competence in middle school. Journal of Educational Psychology, 85(2), 357–364. doi:10.1037/0022-0663.85.2.357
71. Wentzel, K. R. (2003). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287–301. doi:10.1111/1467-8624.00406
72. World Health Organization. (2017). Health promoting schools: An effective approach to early action on noncommunicable disease risk factors. Retrieved from http://apps.who.int/iris/bitstream/handle/10665/255625/WHO-NMH-PND-17.3-eng.pdf;jsessionid=7DD67DC1C46038469D21C9315AF51953?sequence=1.
73. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? New York, NY: Teachers College Press.