Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation |
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Authors: | Eva Oberle Celene E Domitrovich Duncan C Meyers Roger P Weissberg |
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Institution: | 1. Department of Psychology, The University of Illinois at Chicago, Chicago, USA;2. School of Population and Public Health, University of British Columbia, Vancouver, CanadaOberle.eva@gmail.com;4. Collaborative for Academic, Social and Emotional Learning (CASEL), Chicago;5. Collaborative for Academic, Social and Emotional Learning (CASEL), Chicago |
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Abstract: | AbstractSocial and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic approach to implementing SEL school-wide is introduced. It is argued that school-wide SEL maximises the benefits of SEL programming by becoming the organising framework for fostering students’ potential as scholars, community members, and citizens. Further, a Theory of Action (ToA) developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) is presented that serves as a blueprint for implementing systemic SEL in schools. Potential challenges and barriers involved in moving toward school-wide SEL implementation are considered and discussed. |
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Keywords: | Social and emotional learning (SEL) systemic school-wide SEL implementation |
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