Social 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 discu...

Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation

Study of Young People Permanently Excluded from School. Research Report.

https://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1107&context=cyfsfacpub

A randomized trial examining the effects of Conjoint Behavioral Consultation in rural schools: Student outcomes and the mediating role of the teacher-parent relationship.

Claire Parker's PhD studentship was supported by the National Institute for Health Research (NIHR)
Collaboration for Leadership in Applied Health Research and Care South West Peninsula. Javid Salim
worked on this paper while an Academic Clinical Fellow, also funded by NIHR. The initial surveys were
funded by the English Departments of Health with contributions from their Scottish and Welsh
counterparts, and data collection was led by the Office for National Statistics.

/pdf/the-relationship-between-exclusion-from-school-and-mental-25empwwytv.pdf

The relationship between exclusion from school and mental health: a secondary analysis of the British Child and Adolescent Mental Health Surveys 2004 and 2007

Emotional difficulties, and especially depressive symptomatology, constitute a serious and relatively frequent childhood problem which are often overlooked Teachers' responses to pupils' depression seem to be related to their understanding concerning the causes of this problem Thus, the aims of the present research are: (a) to estimate the proportion of pupils displaying depressive symptomatology; (b) to examine teachers' readiness and ability to identify those pupils; (c) to search for teachers' perceptions concerning the causation of pupils' behavioural-emotional problems including depression and (d) to explore the differences between younger and older teachers' causal attributions The sample consisted of 323 pupils from the fifth to sixth grades and their teachers, in the area of Volos, Greece Pupils completed the Children's Depression Inventory, while their teachers completed a questionnaire concerning their perceptions of the incidence and causes of their students' emotional-behavioural problems 

Incidence and Teachers' Perceived Causation of Depression in Primary School Children in Greece:

Introduction Defining EBD You as a teacher Your teaching room EBD pupils' learning Your basic skills Your place in the whole school structure Communicating with parents Managing major challenges Conclusion

Pam Fisher

Papers

Emotional and Behavioural Difficulties