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Social and Emotional Learning as a Public Health Approach to Education
Abstract
Evidence-based social and emotional learning (SEL) programs, when implemented effectively, lead to measurable and potentially long-lasting improvements in many areas of children’s lives. In the short term, SEL programs can enhance children’s confidence in themselves; increase their engagement in school, along with their test scores and grades; and reduce conduct problems while promoting desirable behaviors. In the long term, children with greater social-emotional competence are more likely to be ready for college, succeed in their careers, have positive relationships and better mental health, and become engaged citizens. Those benefits make SEL programs an ideal foundation for a public health approach to education-that is, an approach that seeks to improve the general population’s wellbeing. In this article, Mark Greenberg, Celene Domitrovich, Roger Weissberg, and Joseph Durlak argue that SEL can support a public health approach to education for three reasons. First, schools are ideal sites for interventions with children. Second, school-based SEL programs can improve students’ competence, enhance their academic achievement, and make them less likely to experience future behavioral and emotional problems. Third, evidence-based SEL interventions in all schools-that is, universal interventions-could substantially affect public health. The authors begin by defining social and emotional learning and summarizing research that shows why SEL is important for positive outcomes, both while students are in school and as they grow into adults. Then they describe what a public health approach to education would involve. In doing so, they present the prevention paradox- “a large number of people exposed to a small risk may generate many more cases [of an undesirable outcome] than a small number exposed to a high risk”-to explain why universal approaches that target an entire population are essential. Finally, they outline an effective, school-based public health approach to SEL that would maximize positive outcomes for our nation’s children.
... It was also found that effective interventions focus on positive mental health and are implemented over the long term with clarity, intensity and fidelity (Weare & Nind, 2011). Griebler et al. (2017), Bond et al. (2001) and Greenberg et al. (2017) found that increased genuine participation and student-led health problem solving resulted in students showing enhanced satisfaction, F I G U R E 1 Social-ecological model of student wellbeing. The authors' interpretation of the recommendations of the Australian Institute of Teaching and School Leadership (AITSL) for enacting Bronfenbrenner's Ecological Systems Theory (1979) in wellbeing education. ...
... This rests on the well-established understanding that arts encounters, particularly collaborative encounters, have the capacity to engage learners in shared creative and affective endeavours that engender a sense of personal connection and empathy for others (Dinham, 2023) and build confidence, tolerance and self-regulation which improve emotional and psychological equilibrium (Deci & Ryan, 2008). Learning activities that allow students to explore their own voice, use autonomy and gain proficiency can give students ownership over the educational process, leading to positive relationships and encouraging engagement in learning (Greenberg et al., 2017). ...
... They affirmed, however, that arts educators are well placed with the expertise to engage learners in transformative arts experiences through which students might experience the aesthetic, and engage the affective domain (Greene, 2014) through embodied and active experiences. Large-scale reviews of WE commonly assess whether the programmes adhere to the SAFE principles, owing to these programmes proving more engaging through the active, focused and explicit teaching of social-emotional skills (Durlak et al., 2011;Greenberg et al., 2017;Sancassiani et al., 2015;Weare & Nind, 2011). Participants in this study repeatedly raised the significant value of the embodied and active learning through arts encounters, which not only aligns with the SAFE principles identified by current literature, but arguably offers something even richer: embodied knowing and meaningful engagement. ...
Wellbeing education (WE) is increasingly offered among secondary schools internationally to promote the physical, social, emotional and mental health of young people. Current and emerging evidence proposes that scope exists for the enhancement of universal WE, and that arts‐based approaches have significant potential for school programmes in enhancing the effectiveness of WE. This sits alongside a growing body of international literature that connects arts engagement with positive mental wellbeing across age groups. Existing research also shows that the evaluation of the goals, pedagogy and student engagement within WE from the perspectives of teachers is uncommon. To this end, this qualitative research investigated teacher perspectives on the potential for arts‐based WE. Through an asynchronous group interview, 10 Australian secondary school arts teachers with expertise in a variety of visual and performing arts education reflected on current WE in light of their arts teaching practice, exploring possibilities for enhancement through art‐based practices. Thematic analysis using a socio‐ecological framework reveals strong support for arts‐based WE, noting positive potential for arts engagement to facilitate increased teacher and student autonomy, relationship building, safe and inclusive environments, and enjoyable, embodied learning within WE.
... In recent decades, research has increasingly focused on the importance of social-emotional competencies (SEC) in schools and on the interventions required for their support. Although there is no universal agreement concerning the exact definition of SEC, there is general agreement that it is a multidimensional construct encompassing a broad range of abilities, attitudes and behaviours, and that it is related to three overarching areas: cognitive regulation, emotional processes, and social and interpersonal skills Greenberg et al. 2017;Jones et al. 2017). ...
... Given the critical importance of SEC for students' success in school and life, as part of a public health strategy, interventions aimed at promoting related skills in compulsory education are clearly desirable . This is particularly important in elementary school as the developmental and environmental transitions experienced during this period are frequently associated with outcomes in later life (Durlak et al. 2011;Greenberg et al. 2017;Jones et al. 2017). In this context, social contacts and interactions between students are crucial as they can have a beneficial effect on stu-dents´ social-emotional development (Koster et al. 2009). ...
Although social participation is considered a major facet of inclusion
it proves to be particularly challenging for students with social,
emotional or behavioural difficulties (SEBD). To avoid the latter’s
exclusion it is crucial to focus on possible ways of improving the
school setting for such learners. Teachers are seen as key actors in
facilitating students´ social involvement. This study thus focuses on
teachers´ own social-emotional competencies (SEC) and their
efforts to foster their students´ social participation and presents
the results of an online survey with Austrian primary school teachers
working in mainstream schools (N = 155). The study shows
what teachers do in their daily practice to promote the social
participation of students with SEBD and how it is linked to teachers
´ own SEC. We find that Austrian primary school teachers in
our sample apply direct and indirect strategies in equal measure
when fostering the social participation of students with SEBD and
that they rated themselves as being rather effective. Our results
stress the importance of teachers’ interpersonal competencies in
using strategies to promote social participation among such students.
The higher teachers rated their own interpersonal skills, the
more direct and indirect social participation strategies they
applied.
... The fact that a substantial percentage of respondents learned about menstrual hygiene in school reflects the effectiveness of educational initiatives [21]. This aligns with various learning theories, such as constructivism and behaviourism, which emphasise the role of education in knowledge acquisition. ...
Based on data from the World Health Organization (WHO), the global prevalence of reproductive tract infections among teenagers ranged from 35% to 42% in 2012. In the specific context of Indonesia, statistics reveal that out of the country's 69.4 million adolescents, a staggering 63 million exhibited concerning hygiene behaviours. Additionally, it was noted that up to 5.2 million young women frequently experienced discomfort during menstruation due to inadequate hygiene practices. This research aims to provide insights into the knowledge and practices of menstrual hygiene among adolescents at a public high school in Yogyakarta, Indonesia. The study employed a quantitative descriptive approach and was conducted as a cross-sectional investigation. The results revealed that most respondents exhibited a high level of readiness and knowledge, with 91.6% categorised as having good knowledge, while 8.3% demonstrated sufficient ability. Notably, none of the participants fell into the category of inadequate knowledge. Regarding preparation for menstruation, 44 respondents were well-prepared, whereas four respondents exhibited sufficient preparation. These findings shed light on the importance of promoting menstrual hygiene education and practices among adolescents in Indonesia to improve overall reproductive health and well-being.
... Un ejemplo de ello es el programa Promoción de Estrategias para el Pensamiento Alternativo (PATHS, por sus siglas en inglés). Los estudios realizados en Estados Unidos y Turquía muestran que las personas docentes que participaron en PATHS se comunican de forma más frecuente y de forma cognitivamente más compleja con sus estudiantes, establecen un ambiente de aula más positivo, y usan estrategias preventivas de manejo de comportamiento (Domitrovich et al., 2007;Domitrovich et al., 2009;Domitrovich et al., 2016;Greenberg et al., 2017;Bilir et al., 2019). ...
We sought to identify the relationship between socio-emotional skills and symptoms of anxiety, depression, somatization, sensitivity, and hostility of university teachers. It was expected that a greater number of socioemotional skills would decrease the number of symptoms described.
The analyses show that the different components of the socioemotional competencies scale are associated with a lower presence of the different types of symptoms included in this research. The highest magnitude classification is observed in the emotional regulation subscale: the greater the emotional regulation, the fewer hostility traits, continued with less depression, anxiety, and finally, less sensitivity and somatization.
Se buscó identificar la relación entre habilidades socioemocionales y síntomas de ansiedad, depresión, somatización, sensitividad y hostilidad de las y los docentes universitarios. Se esperaba que un mayor número de habilidades socioemocionales disminuyera la cantidad de síntomas descritos.
Los análisis muestran que los distintos componentes de la escala de competencias socioemocionales se asocian con una menor presencia de los distintos tipos de sintomatología incluidos en esta investigación. La correlación de mayor magnitud se observa en la subescala de regulación emocional: a mayor regulación emocional menos rasgos de hostilidad, continuado con menor depresión, ansiedad y finalmente menor sensitividad y somatización.
... This realisation changed their identification with the eating disorders and improved readiness to change. This aligns with the meaning of self-awareness; the ability to focus on yourself and how your actions, thoughts, or emotions do or do not align with your internal standards [53,54]. The present study indicates that increased self-awareness can function as a mediator for readiness to change for adolescents with eating disorders. ...
Background
Eating disorders in adolescence are associated with high psychological distress, impaired function and high comorbidity. Despite the severity, eating disorders remain highly underdiagnosed and untreated. Digital technology provides promising opportunities for treatment, however studies focusing on digital treatments for adolescents with eating disorders are lacking. The main aim of this study was to explore the perspectives of adolescents with lived experience of eating disorders on factors they deemed to be relevant in the development of a novel digital treatment.
Methods
A qualitative intervention development study using semi-structured individual interviews. Data collection, coding and analysis were conducted using the principles of reflexive thematic analysis. Participants were adolescents aged 16–19 years, with a self-reported diagnosis of anorexia nervosa, bulimia nervosa or binge eating disorder, currently in the final phase or completed psychological treatment for an eating disorder within the last five years.
Results
A total of 16 adolescents participated in the study, all females. Mean age was 17 ½ years (SD = 1.01). An in-depth understanding of the adolescents’ perspectives was developed into three themes: Facilitating self-awareness and readiness to change; Strengthening interpersonal relationships and decreasing social isolation; Ensuring feeling seen and motivating regular use.
Conclusions
This study provides a unique insight into the perspectives of adolescents with lived experience of eating disorders. The uptake and engagement can be optimized in a novel digital treatment for eating disorders by taking the adolescents perspectives into consideration.
... Social and emotional competencies can be taught and learned in and outside the school (Elias et al., 1997;Reicher, 2010). As a socializing institution, school offers an extraordinary opportunity to develop students' social and emotional competencies (Greenberg, 2017). At the school, students' social and emotional competencies could be developed directly and indirectly. ...
... It encompasses different soft-skills or competencies that assist the individual in understanding and managing his or her own emotions, building positive relationships, and making responsible decisions [70]. In the past decade, social and emotional learning has become increasingly recognized as one of the most important aspects of education, as it prepares students for academic success as well as personal success [71]. In recent studies, it has also been noted that when social and emotional learning is embedded within the curriculum, students will be able to develop social and emotional skills in a more efficient and effective manner [72,73]. ...
The phenomenon of compassion fatigue was not only encountered by healthcare professionals during the COVID-19 pandemic, but was also experienced by students and teachers during online learning. Compassion fatigue refers to the physical, emotional, and psychological effects of helping others, which, if in excess, can result in burnout. Recent studies have indicated that online learning efficacy, in tandem with social and emotional learning, may mitigate the impact of compassion fatigue. Additionally, since pre-service teachers will be the future of education, it is essential for them to understand the underlying causes of compassion fatigue so that they can be better prepared for future situations. Anchoring on the social cognitive theory and motivation, data collected includes perceptions of social and emotional learning, online learning efficacy, optimism, pessimism, and resilience among pre-service teachers. Using a quantitative approach, a total of 356 pre-service teachers in Taiwan who studied online during the COVID-19 pandemic were surveyed. According to the findings, pre-service teachers experienced moderate to slight compassion fatigue throughout their online learning experiences during the COVID-19 pandemic. Furthermore, the findings also revealed moderate to high levels of social and emotional learning. Moreover, regression result shows that compassion fatigue is negatively related to pre-service teachers’ resilience, while positively related to pessimism and online learning efficacy. The findings suggest that, contrary to expectations, higher levels of online learning efficacy were associated with increased compassion fatigue. As a consequence, it emphasizes the need for a deeper understanding of the factors contributing to compassion fatigue in online learning environment, encouraging educators and institutions to explore strategies that balance engagement without compromising well-being.
Educational psychology remains constricted by Westernised science’s universalising views. The teaching about emotions and their expression is a critical element at the core of educational psychology, but the underpinning ontology and theories appear to be largely unexamined. The importance of educational psychology was highlighted by the Covid-19 pandemic, and with wellbeing initiatives accumulating, now, more than ever before, educational psychology research and practice in Aotearoa New Zealand must be called to account. Most existing programmes derive from anthropological, psychological and observation-based approaches, unquestioningly proposing that we all feel emotions because of, or in response to, certain occurrences in our lives. Dare we question this ‘given’ through a decolonising or cross-cultural lens? Māori values, holistic concepts and the diverse ways of knowing and being with emotion need to be considered as Aotearoa New Zealand looks beyond the dominant discourse of current SEL. In classrooms every day, practitioners discern how to discuss and respond to emotions, their own and those of the students in their care. This article invites educators to critique their own understandings of emotions and considers ways to challenge educational psychology and the practice of teaching about emotions to acknowledge the culturally diverse classroom contexts of Aotearoa New Zealand.
The Action Guide provides practical steps schools can take to design and implement school safety plans to reduce violence in our schools and help children get access to the services they need. It stresses the importance of a three-stage, comprehensive model that includes prevention, early intervention, and intensive services to address school safety issues. The guide also emphasizes the importance of strategic planning, capacity building, comprehensive approaches, teamwork, and community involvement in successful schools.
Social-emotional competence is a critical factor to target with universal preventive interventions that are conducted in schools because the construct (a) associates with social, behavioral, and academic outcomes that are important for healthy development; (b) predicts important life outcomes in adulthood; (c) can be improved with feasible and cost-effective interventions; and (d) plays a critical role in the behavior change process. This article reviews this research and what is known about effective intervention approaches. Based on that, an intervention model is proposed for how schools should enhance the social and emotional learning of students in order to promote resilience. Suggestions are also offered for how to support implementation of this intervention model at scale.
In this paper we seek to promote a deeper understanding of the value of universal intervention research in education as well as other fields and to call for greater interdisciplinary learning and discourse. Our goal is to deepen the conversation regarding how to build a stronger research orientation toward longitudinal, population-level outcomes in education and mental health. After highlighting the value of universal approaches targeting entire populations and their relevance to education, we raise issues regarding the traditional benchmarks of efficacy when applied to universal intervention trials and suggest alternative metrics for judging the impact of universal approaches. We conclude with lessons based on exemplar studies to help shape future research and policy regarding universal interventions.
This article contributes to the broader discussion of promotion, prevention, and intervention in child and adolescent mental health by describing implementation and early outcomes of an 8-school district demonstration project aimed at making the promotion of social and emotional learning a systemic part of school districts' practice. Eight districts are 2-3 years in to their participation in the 6-year project. The districts are large, are predominantly urban, and serve many students who are at disadvantage. The evaluation involved collection of qualitative data to measure the degree to which the districts realized the goals established in the initiative's theory of action, as well as school climate data, extant student records, and surveys of students' social and emotional competence. To date, results show that districts have followed highly individual pathways toward integrating social and emotional learning systemically, and all have made progress over time. Although school-level implementation remains at moderate levels, 2 districts in which we could examine school climate showed gains from preinitiative years. Four of 6 measured districts showed improvement in social and emotional competence for students in Grade 3, and achievement and discipline showed overall improvements across all districts. Overall findings show that implementation of the initiative's theory of action by school districts is feasible, even in times of budgetary stress and leadership turnover. This establishes the potential for school districts to serve as a lever of change in the promotion of students' social and emotional development and mental wellness.
On the morning of 5 April 1990 the Pegasus launch vehicle embarked upon its maiden voyage to place two small satellites into a 593 × 667 km orbit inclined at 94 degrees. A specially modified NASA B-52 took off from Edwards Air Force Base with the Pegasus rocket attached to its right wing and headed NW over the Pacific Ocean to its pre-determined launch point. After confirmation that all systems were “go” the 14.9 m, 18,800 kg rocket was released from the carrier aircraft and, twelve minutes later, became the first privately developed rocket to place a satellite into Earth orbit successfully. Since that time, the Pegasus program has conducted 30 missions launching over 70 satellites for both government and commercial customers. Many of these missions have included multiple satellite deployments. The vehicle has been upgraded to include an extended length (XL) configuration (16.8 m long, 23,100 kg) for added performance, an optional liquid fuel fourth stage for improved injection accuracy, and a new L-1011 aircraft. In addition a new flight computer, inertial navigation unit, new reaction control thrusters, and subsystem batteries have been incorporated. Many other components have been upgraded from the original configuration.
Currently, the Pegasus program focuses on vehicle enhancements that will continue to make Pegasus the most reliable small satellite launch vehicle in the world. New business opportunities outside the normal satellite launch industry are being pursued; these include quick reaction launch capability and technology demonstrations for the NASA Space Launch Initiative. The paper reviews some of the highlights of the past 11 years and also the current developments and activities for the coming years, especially in relation to launching small satellites.