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What is Social Emotional Learning

Chapter 8
Instructional Design Exemplars in eHealth and mHealth Education Interventions
The interrelated concepts of social theory and experiential theory to help address the emotions and stress students experience in their homes and school environments.
Published in Chapter:
Implementing Social-Emotional Learning in the Virtual Environment for K-12 Classrooms
Erika L. Patterson (York School District One, USA)
Copyright: © 2022 |Pages: 23
DOI: 10.4018/978-1-7998-9490-2.ch008
Abstract
The COVID-19 pandemic precipitated several mental health effects on people such as stress, depression, irritability, anger, and confusion. Especially affected were school-aged children whose daily routines were disrupted by school closure and isolation. Hamilton et al. reported that the social-emotional health of 30-40% of students in the USA was impacted negatively, especially those learning remotely and historically marginalized. The virtual learning environment for students needed an intervention to help alleviate the impacts of isolation during remote and virtual learning. Social emotional learning curriculum was implemented in the virtual learning environment for students in a seventh grade English class. Theories of mindfulness and social emotional learning are addressed to show the academic and mental health benefits for implementing social emotional learning in the classroom for adolescents learning in the virtual environment.
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Chapter 9
The COVID-19 Pandemic and Teaching and Learning: Teachers' Perspectives on Providing Online Social Support and Academic Instruction in the USA
The process of developing the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success.
Published in Chapter: The COVID-19 Pandemic and Teaching and Learning: Teachers' Perspectives on Providing Online Social Support and Academic Instruction in the USA; From: Handbook of Research on Implementing Inclusive Educational Models and Technologies for Equity and Diversity
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Chapter 7
Advocating for the Mental Health Needs of Children Living in Rural Poverty
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Chapter 9
Exploring the Use of Universal Design for Learning to Reengage Students With Social, Emotional, and Behavioural Difficulties
This concept is becoming increasingly present in the literature on challenging behaviour in schools. It stresses the role of school as a locus for the development of well-being. The inconvenience of this lens for the purposes of this chapter is that it tends to dissociate emotional and affective well-being, from cognitive and academic objectives. This chapter instead asserts that emotional well-being and the affective nature of belonging in fact are directly connected to the inclusive design of instruction and assessment itself.
Published in Chapter: Exploring the Use of Universal Design for Learning to Reengage Students With Social, Emotional, and Behavioural Difficulties; From: Fostering Meaningful Learning Experiences Through Student Engagement
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Chapter 2
Bridging Academic and Industry Skills via Digital Collaboration: Training for International Assignment
A lifelong process through which all people acquire and effectively apply culturally responsive, “knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions” (CASEL, 2020 AU61: The in-text citation "CASEL, 2020" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter: Bridging Academic and Industry Skills via Digital Collaboration: Training for International Assignment; From: Digital Transformation and Internationalization Strategies in Organizations
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Chapter 14
Playing With Differences: Social-Emotional Learning to Reduce Bullying and Promote Inclusivity
The process of training individuals in skills that promote understanding of self and others, thereby enabling the holistic development of the individual.
Published in Chapter: Playing With Differences: Social-Emotional Learning to Reduce Bullying and Promote Inclusivity; From: Developing Inclusive Environments in Education: Global Practices and Curricula
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Chapter 3
Restorative Practice: Moving From Harm to Healing
Processes for students to learn, integrate, and embody social skills and emotional competencies to develop healthy relationships with themselves and others.
Published in Chapter: Restorative Practice: Moving From Harm to Healing; From: Developing, Delivering, and Sustaining School Counseling Practices Through a Culturally Affirming Lens
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Chapter 3
Effective Social Emotional Learning Implementation: SEAD Starts With You
The process through which individuals at all phases of development learn skills in healthy relationships, awareness of self, emotional regulation, care for others, and responsibility.
Published in Chapter: Effective Social Emotional Learning Implementation: SEAD Starts With You; From: Leading Schools With Social, Emotional, and Academic Development (SEAD)
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Chapter 6
Multicultural Literature as Critical Literature: Redefine the Trajectory for Black Students
Fostering of self-awareness, self-management, relationship skills, social awareness, and responsible decision-making.
Published in Chapter: Multicultural Literature as Critical Literature: Redefine the Trajectory for Black Students; From: Multifaceted Strategies for Social-Emotional Learning and Whole Learner Education
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Chapter 9
Sustaining Culturally Affirming and Antiracist Practices: Principals and Counselors as Collaborators
The development of interpersonal skills to help students become socially adjusted and successful in school and home environments.
Published in Chapter: Sustaining Culturally Affirming and Antiracist Practices: Principals and Counselors as Collaborators; From: Developing, Delivering, and Sustaining School Counseling Practices Through a Culturally Affirming Lens
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Chapter 15
I Don't Know What to Say, I Have No Words: How Can We Explicitly Teach and Cultivate Language to Express Our Emotions?
Explicit understanding of how our emotions can be changed by ourselves and others; and how we can learn better when we control our responses and/or support others with reactions.
Published in Chapter: I Don't Know What to Say, I Have No Words: How Can We Explicitly Teach and Cultivate Language to Express Our Emotions?; From: Developing Inclusive Environments in Education: Global Practices and Curricula
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Chapter 3
An Innovative Approach to Knowledge Management: How Scaling Social Emotional Learning Through Technology Led to Systemic Change
(SEL): The process by which individuals of all ages acquire and apply knowledge, skills, and attitudes to develop a healthy sense of self, manage emotions, achieve personal and collective goals, demonstrate empathy, build and maintain relationships, and make responsible decisions (CASEL, 2023 AU47: The in-text citation "CASEL, 2023" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. ).
Published in Chapter: An Innovative Approach to Knowledge Management: How Scaling Social Emotional Learning Through Technology Led to Systemic Change; From: Cases on Enhancing Business Sustainability Through Knowledge Management Systems
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Chapter 1
Best Practices for Distance Learning in Elementary Education During the COVID-19 Pandemic
Social and emotional learning (SEL) is an integral part of education and human development.
Published in Chapter: Best Practices for Distance Learning in Elementary Education During the COVID-19 Pandemic; From: Educational Recovery for PK-12 Education During and After a Pandemic
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Chapter 11
Barriers to the Implementation of Social Emotional Learning Programs: The Point of View of Urban and Rural School Teachers
The process of providing all children and adolescents with the opportunities to learn, acquire, and practice the knowledge, attitudes, and skills necessary for identifying and achieving positive goals, identifying, understanding, and regulating emotions, initiating, and maintaining positive relationships, showing empathy for others, and making responsible decisions.
Published in Chapter: Barriers to the Implementation of Social Emotional Learning Programs: The Point of View of Urban and Rural School Teachers; From: Handbook of Research on Education Institutions, Skills, and Jobs in the Digital Era
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Chapter 33
The Hunt Is On: Creating and Using Virtual Content-Based Scavenger Hunts for Remote Learning
The process through which everyone acquires and applies the skills to develop healthy identities, manage emotions, show empathy for others, establish and maintain supportive relationships, and make responsible, caring decisions.
Published in Chapter: The Hunt Is On: Creating and Using Virtual Content-Based Scavenger Hunts for Remote Learning; From: Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms
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