In the following video, Daniel Goleman, author of "Emotional Intelligence" discusses SEL:
Research is validating what educators feel and experience: many children today are coming to school lacking social-emotional skills, and in need of the purposeful teaching of them. In fact it is estimated that 29 per cent of British Columbian kindergarten children arrive at school with at least one developmental vulnerability (Shore, 2014).
Add to this the fact that child mental health issues are on the rise: statistics are revealing that 20 per cent of children are struggling to such a degree that they require mental health interventions- yet less than 15 percent of those identified receive the services they require- and rates of anxiety, aggression, peer relationship problems, stress, conduct disorders, violent behaviour, depression, attention deficit disorder, and school dropouts are increasing (Schonert-Reichl & Lawlor, 2010; Maras, Thompson, Lewis, Thornburg, Hawks, 2015; Napoli, Krech & Holley, 2005).
These statistics clearly indicate the critical need for direct and purposeful attention to the social-emotional needs of the children and youth we are educating. It has been determined that “schools are the primary locales to improve the SEL of children” (Foster et al., 2005; Rones & Hoagwood, 200; Satcher, 2004; Weisz, Sandler, Durlak, & Anton, 2005; as cited in Maras et al, 2014), and “School-based personnel are more effective at improving SEL outcomes than services provided by nonschool personnel” (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Faced with these statistics and facts, there is little doubt that social-emotional learning is an essential component when it comes to educating our children and preparing them for life.
Social-emotional learning is critical to education: “Developing social-emotional competence is a key to success in school and in life” (Zins & Elias, 2006). Research shows that social-emotional skills can be taught and learned, and that social-emotional development and skills are just as important as cognitive development and skills to success in school (Carthy Foundation, 2013). In fact, effective schools are finding that social-emotional intelligence and academic achievement are interrelated and integrated, and purposeful instruction in both facets maximize students’ potential to succeed in school and in life (Zins & Elias, 2006). Brackett and Rivers (2014) state that research indicates schools that report an improvement in academic success, improvement in teacher-student relationships, and a decline in behaviour issues, all have a purposeful, systematic approach that promotes students’ social-emotional development as a core component of learning (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).
Social-emotional learning is key to educating the whole child, and research is showing that specifically teaching to develop social-emotional intelligence leads to substantial growth in the areas of social, emotional, and academic learning, as well as resulting in the improvement of the learning environment (Brackett & Rivers, 2014). Nobel Laureate, James Heckman, has stated that “the greatest returns on education investments are from nurturing children’s non-cognitive skills, giving them social, emotional, and behavioral benefits that lead to success later in life” (Heckman & Masterove, 2004, as cited in Brackett & Rivers, 2014). A growing number of researchers, educators, and parents are acknowledging the need for the recognition and purposeful teaching of social-emotional learning skills within the context of the education system (Zins & Elias, 2006).
Brackett et al (2012) assert that social-emotional learning provides students with improved adjustment and greater academic success as evidenced in their participation in positive social behaviour, decreased behavioural issues, decreased stress, anxiety, and depression, and improved academic standing. Further, a study on mindfulness-based cognitive therapy (a SEL strategy) resulted in evidence of an increase in attention, and a decrease in behaviour issues and anxiety in 9-12 year olds (Semple et al., 2009; as cited in Oberle et al, 2012). A study by Napoli (2004) found that students that participated in mindful breathing were more able to relax, focus, experience less anxiety, deal with conflict more productively, and re-focus after their attention had been disturbed (Oberle et al, 2012).
It is evident that emotional state can improve or impede a person’s cognitive function and mental health- both important factors to success in school and in life. As educators we want to facilitate the development of happy, responsible, well-functioning people. Social-emotional learning is critical to achieving this end, and is an investment in our children and youth.
In the following TEDx University of Nevada video, Trish Shaffer discusses the impact of SEL in schools:
Add to this the fact that child mental health issues are on the rise: statistics are revealing that 20 per cent of children are struggling to such a degree that they require mental health interventions- yet less than 15 percent of those identified receive the services they require- and rates of anxiety, aggression, peer relationship problems, stress, conduct disorders, violent behaviour, depression, attention deficit disorder, and school dropouts are increasing (Schonert-Reichl & Lawlor, 2010; Maras, Thompson, Lewis, Thornburg, Hawks, 2015; Napoli, Krech & Holley, 2005).
These statistics clearly indicate the critical need for direct and purposeful attention to the social-emotional needs of the children and youth we are educating. It has been determined that “schools are the primary locales to improve the SEL of children” (Foster et al., 2005; Rones & Hoagwood, 200; Satcher, 2004; Weisz, Sandler, Durlak, & Anton, 2005; as cited in Maras et al, 2014), and “School-based personnel are more effective at improving SEL outcomes than services provided by nonschool personnel” (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011). Faced with these statistics and facts, there is little doubt that social-emotional learning is an essential component when it comes to educating our children and preparing them for life.
Social-emotional learning is critical to education: “Developing social-emotional competence is a key to success in school and in life” (Zins & Elias, 2006). Research shows that social-emotional skills can be taught and learned, and that social-emotional development and skills are just as important as cognitive development and skills to success in school (Carthy Foundation, 2013). In fact, effective schools are finding that social-emotional intelligence and academic achievement are interrelated and integrated, and purposeful instruction in both facets maximize students’ potential to succeed in school and in life (Zins & Elias, 2006). Brackett and Rivers (2014) state that research indicates schools that report an improvement in academic success, improvement in teacher-student relationships, and a decline in behaviour issues, all have a purposeful, systematic approach that promotes students’ social-emotional development as a core component of learning (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011).
Social-emotional learning is key to educating the whole child, and research is showing that specifically teaching to develop social-emotional intelligence leads to substantial growth in the areas of social, emotional, and academic learning, as well as resulting in the improvement of the learning environment (Brackett & Rivers, 2014). Nobel Laureate, James Heckman, has stated that “the greatest returns on education investments are from nurturing children’s non-cognitive skills, giving them social, emotional, and behavioral benefits that lead to success later in life” (Heckman & Masterove, 2004, as cited in Brackett & Rivers, 2014). A growing number of researchers, educators, and parents are acknowledging the need for the recognition and purposeful teaching of social-emotional learning skills within the context of the education system (Zins & Elias, 2006).
Brackett et al (2012) assert that social-emotional learning provides students with improved adjustment and greater academic success as evidenced in their participation in positive social behaviour, decreased behavioural issues, decreased stress, anxiety, and depression, and improved academic standing. Further, a study on mindfulness-based cognitive therapy (a SEL strategy) resulted in evidence of an increase in attention, and a decrease in behaviour issues and anxiety in 9-12 year olds (Semple et al., 2009; as cited in Oberle et al, 2012). A study by Napoli (2004) found that students that participated in mindful breathing were more able to relax, focus, experience less anxiety, deal with conflict more productively, and re-focus after their attention had been disturbed (Oberle et al, 2012).
It is evident that emotional state can improve or impede a person’s cognitive function and mental health- both important factors to success in school and in life. As educators we want to facilitate the development of happy, responsible, well-functioning people. Social-emotional learning is critical to achieving this end, and is an investment in our children and youth.
In the following TEDx University of Nevada video, Trish Shaffer discusses the impact of SEL in schools:
References
Brackett, M., Reyes, M., Rivers, S., Elbertson, N., & Salovey, P. (2012). Assessing Teachers' Beliefs About Social and Emotional Learning. Journal of Psychoeducational Assessment, 30(3), 219-236. doi:10.1177/0734282911424879 Brackett, M. A., & Rivers, S. E. (2014). Transforming Students’ Lives with Social and Emotional Learning (Chapter 1). International Handbook of Emotions in Education. Routledge. Carthy Foundation. (2013). Issue Brief: Social and Emotional Learning in Canada. Durlak, J., Weissberg, R., Dymnicki, A., Taylor, R., & Schellinger, K. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432. doi:10.1111/j.1467-8624.2010.01564.x Foster, S., Rollefson, M., Doksum, T., Noonan, D., Robinson, G., & Teich, J. (2005). School mental health services in the United States 2002-2003. Substance Abuse and Mental Health Services Administration. Heckman, J., & Masterov, D. V. (2004). The productivity argument for investing in young children: Committee on Economic Development, Working Paper #5. Maras, M.A., Thompson A.M., Lewis, C. Thornburg, K., & Hawks, J. (2015). Developing a tiered response model for social-emotional learning through interdisciplinary collaboration. Journal of Educational and Psychological Consultation, 25, 1-26. Napoli, M. (2004). Mindfulness training for teachers: A pilot program. Complementary Health Practice Review, 9, 31-42. Napoli, M., Krech, P., & Holley, L. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99-125. doi:10.1300/J370v21n01_05 |
Oberle, E., Schonert-Reichl, K., Lawlor, M., & Thomson, K. (2012). Mindfulness and Inhibitory Control in Early Adolescence. Journal of Early Adolescence, 32(4), 565-588. doi:10.1177/0272431611403741 Rones, M., & Hoagwood, K. (2000). School-based mental health services: A research review. Clinical Child and Family Psychology Review, 3, 223-241. Schonert-Reichl, K. A., & Lawlor, M.S. (2010). The Effects of a Mindfulness-Based Education Program on Pre- and Early Adolescents’ Well-Being and Social Emotional Competence. Mindfulness, 1, 137-151. Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2009). A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social emotional competency in children. Journal of Child and Family Studies. Retrieved from http://www.springerlink.com/content/h32j085273675w20/ Shore, R. (2014, October 21). An Ounce of Prevention...; Investing early in social emotional learning pays big dividends. The Vancouver Sun, p. A.9. Retrieved May 4, 2015, from http://ezproxy.viu.ca/login?url=http://search.proquest.com.ezproxy.viu.ca/docview/1615170609?accountid=12246 Weisz, J. R., Sandler, I. N., Durlak, J. A., & Anton, B. S., (2005). Promoting and protecting youth mental health through evidence-based prevention and treatment. American Psychologist, 60, 628. Zins, J., & Elias, M. (2006). Social and Emotional Learning. In Children's Needs III (pp. 1-10). Bethesda: National Association of School Psychologists. |