Social and Emotional Learning as a Universal Level of Student Support: Evaluating the Follow-up Effect of Strong Kids on Social and Emotional Outcomes

Adapted Strong Kids Curriculum for English Language Learners During COVID-19

This study describes and provides preliminary support for the use of a culturally and linguistically adapted Strong Kids curriculum, delivered completely online, to address English language learners' (ELLs') social/emotional development. Quantitative data showed an increase in students' social/emotional knowledge in internalizing symptoms by the end of the program. Qualitative data highlighted ELL students' increased ability to identify and manage emotions, their application of social/emotional learning and mindfulness concepts in the virtual classroom, and the benefits of participating in the program virtually. We discuss the findings and implications for school counselors and other mental health providers in both school and community settings.

Before-School Physical Activity Program's Impact on Social and Emotional Learning

BACKGROUND

Despite the positive impact of social and emotional learning (SEL) on the emotional well-being of children, literature on physical activity engagement and SEL among this population has been limited. Therefore, the purpose of this study was to examine whether school students' SEL would improve after participation in a before-school physical activity program.

METHODS

A total of 138 fourth and sixth grade students from 1 elementary school and 1 middle school participated in this study. Seventy-five students participated in the before-school physical activity program, while 63 students were in the control group. The physical education teachers implemented the program 3 days per week, for 3 weeks. The participants completed a 10-question adapted Devereux Student Strengths Assessment-Mini before and after the program. Repeated measures ANOVA was run to determine the effects of the program on SEL competence.

RESULTS

The fourth and sixth grade students who participated in the program reported a 7 and 10% improvement in pre- versus post-intervention SEL competence, respectively. Students in the control group reported no change in their SEL competence.

CONCLUSION

Considering the benefits of a before-school physical activity program on students' SEL, stakeholders should consider including more physical activity programming within school policies.

Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol

Adolescents in Panama face multiple barriers that affect their health, such as high rates of teenage pregnancy, increased human immunodeficiency virus (HIV) infections and sexual violence. Equal relationships between women and men are likely to reduce such risks. Here, we suggest that the school-based enhancement of Social and Emotional Learning core competencies—awareness of self and others, positive attitudes and values, responsible decision-making, and social interaction skills—could foster positive changes in behaviors between boys and girls, specifically through a focus on equal roles, equal rights in relationships and nonviolent problem solving. This paper, using the Intervention Mapping Protocol, describes the process of development of, and planning surrounding the implementation and evaluation of the program ‘Me and My new World’, a Social Emotional Learning intervention for middle school students (12–15 years old) in Panama. Program development was based on a needs assessment (Araúz Ledezma et al. (2020) Behavioural and environmental influences on adolescent decision making in personal relationships: a qualitative multi–stakeholder exploration in Panama. Health Education Research, 35, 1–14.) and a literature review of theory- and evidence-based Social and Emotional Learning (SEL)-programs. Intervention outcomes, performance objectives and change objectives of the intervention were identified. The practical applications of different theory-based methods allowed for contextual considerations that could potentially influence the expected behavioral outcomes of the intervention. Teachers were the implementers of the program, and during development, implementation, and evaluation, the roles, opinions, and teaching methods of all stakeholders were recognized. We conclude that Intervention Mapping allows for the analysis of multiple factors influencing the development and implementation of Social Emotional Learning programs promoting equal relationships among adolescents in a developing country, with a special consideration of culture, educational systems, and policies, from a capability development perspective.

A multiple-group confirmatory factor analysis of teacher perceptions of social and emotional learning in rural Malawi

BACKGROUND

Social and emotional learning (SEL) positively impacts children's school achievement and adult productivity. Successful implementation of SEL relies on teachers' pedagogical beliefs and practices.

AIMS

We examined whether the Teachers' SEL Belief Scale designed in the United States is adoptable in low-income countries such as Malawi in response to a growing interest in teacher practices in SEL but a lack of research instruments in these countries.

SAMPLES

The data used in this study were from 432 teachers working in 34 randomly selected primary schools in Zomba, a rural district in Malawi.

METHODS

We used multiple-group confirmatory factory analysis to investigate the factor structure and the invariance of the adapted scale across teachers with different characteristics such as gender and training experience in SEL. When invariant, we compared group mean differences among teachers in our sample by gender and training experience.

RESULTS

We found that the Teachers' SEL Belief Scale measured a similar construct of pedagogical perceptions of SEL among the sampled teachers, and it functioned equivalently across teachers with different genders and training experiences. Female teachers had lower perceived institutional support for SEL instruction compared to male teachers. Untrained teachers had lower levels of pedagogical comfort as well as perceived support for SEL compared to trained teachers.

CONCLUSIONS

Our findings validate the adaptability of the Teachers' SEL Belief Scale in low-income contexts such as Malawi. We did not find evidence of systematic bias relative to group membership. In addition, significantly lower pedagogical comfort and institutional support among female and untrained teachers suggest areas for policy intervention to improve teacher performance in SEL in Malawi.

Do universal school-based mental health promotion programmes improve the mental health and emotional wellbeing of young people? A literature review

AIMS AND OBJECTIVES

To examine evidence-using a range of outcomes-for the effectiveness of school-based mental health and emotional well-being programmes.

BACKGROUND

It is estimated that 20% of young people experience mental health difficulties every year. Schools have been identified as an appropriate setting for providing mental health and emotional well-being promotion prompting the need to determine whether current school-based programmes are effective in improving the mental health and emotional well-being of young people.

METHODS

A systematic search was conducted using the health and education databases, which identified 29 studies that measured the effectiveness of school-based universal interventions. Prisma guidelines were used during the literature review process.

RESULTS

Thematic analysis generated three key themes: (i) help seeking and coping; (ii) social and emotional well-being; and (iii) psycho-educational effectiveness.

CONCLUSION

It is concluded that whilst these studies show promising results, there is a need for further robust evaluative studies to guide future practice.

RELEVANCE TO CLINICAL PRACTICE

All available opportunities should be taken to provide mental health promotion interventions to young people in the school environment, with a requirement for educational professionals to be provided the necessary skills and knowledge to ensure that the school setting continues to be a beneficial environment for conducting mental health promotion.

Effect of a Social Emotional Learning Programme for Primary School Students

Objective/Background

This study evaluates the effect of a social emotional learning (SEL) programme for primary school students who have difficulties in social and emotional management, as reported by their teachers or parents.

Methods

Twenty-seven primary school students were recruited and randomly assigned to the treatment group (n = 14) and the control group (n = 13). The elementary school version of the Social Skills Rating System was used to assess the social skills and problem behaviours of the participants before and after the programme. The treatment group joined a six-session SEL programme, which was modified and localized based on the Strong Kids Programme. The programme aimed to improve participants’ social emotional skills, such as dealing with anxiety and understanding and identifying the emotions of self and others. Each session lasted for about 1 hour and was run in small groups.

Results

Problem behaviours were significantly less frequent in the treatment group after the programme (p = .008), but not in the control group. However, no significant changes were found in the measures of social skills.

Conclusion

The results of this pilot study show that the SEL can effectively reduce the problem behaviours of primary school students. Implications and future research directions are discussed.