Universal school-based social and emotional learning (SEL) interventions seek to improve the social-emotional competencies (e.g. self-awareness, self-management, social awareness, relationship skills, responsible decision-making) of students through explicit instruction in the context of learning environments that are safe, caring, well-managed and participatory. In recent years, SEL has become a dominant orthodoxy in school systems around the world.
In this important new book, leading researchers provide a comprehensive overview of the field, including conceptual models of SEL; the assessment of social and emotional competence in children and young people; key issues in the implementation of SEL interventions; the evidence base on the efficacy of SEL in improving students’ outcomes; and critical perspectives on the emergence of SEL. It will be essential reading for anyone interested in the role of schools in promoting children's wellbeing. This book was originally published as a special issue of the Cambridge Journal of Education.
Table of Contents
Introduction - Editorial Introduction Neil Humphrey, Ann Lendrum, Michael Wigelsworth and Mark Greenberg
1. Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation Eva Oberle, Celene E. Domitrovich, Duncan C. Meyers and Roger P. Weissberg
2. Key considerations in assessing young children’s emotional competence Susanne A. Denham, David E. Ferrier, Grace Z. Howarth, Kristina J. Herndon and Hideko H. Bassett
3. Social skills assessment and intervention for children and youth Frank M. Gresham
4. Programme implementation in social and emotional learning: basic issues and research findings Joseph A. Durlak
5. The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis M. Wigelsworth, A. Lendrum, J. Oldfield, A. Scott, I. ten Bokkel, K. Tate and C. Emery
6. Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings K. Ecclestone and C. Rawdin
Neil Humphrey is a Professor of Psychology of Education, and Head of the Institute of Education, at the University of Manchester, UK. His research interests include social and emotional learning, mental health, and special educational needs. He is the author of Social and Emotional Learning: a critical appraisal (2013).
Ann Lendrum is a Senior Lecturer on the Psychology of Education Master’s programme at the Institute of Education, University of Manchester, UK. Her research focuses on the implementation of school-based interventions, particularly mental health prevention and promotion programmes. Her recent work includes the evaluation of the Promoting Alternative Thinking Strategies programme in English primary schools, and a feasibility study of the Second Step programme in England.
Michael Wigelsworth is a Senior Lecturer at the Institute of Education, University of Manchester, UK. He completed his PhD in 2010, examining the impact of the Secondary SEAL programme. His research focuses on the conceptualisation, measurement and assessment of children’s psycho-social outcomes, with a focus on mental health and wellbeing. This includes the use of outcome measures in the evaluation of school-based interventions.
Mark T. Greenberg holds The Bennett Endowed Chair in Prevention Research in the College of Health and Human Development at Pennsylvania State University, USA. His current research is focused on how best to help nurture awareness and compassion in our society. He is the Founding Director of The Prevention Research Center for the Promotion of Human Development.