Skip to main content
SpringerLink
Log in

Social and Emotional Learning: Children

  • Reference work entry
  • First Online:
Encyclopedia of Primary Prevention and Health Promotion

Introduction

A fundamental mission of schools is to educate children and youth to master essential subject content areas such as reading, writing, math, science, and social studies. In addition, there is a general consensus among educators, students, parents, and the public at large for a more comprehensive vision of education – one that includes an explicit focus on educating “the whole child” and fostering a wide range of life skills, dispositions, and knowledge including social and emotional competencies, character, and social responsibility (Association for Supervision and Curriculum Development, 2007; Bushaw & Lopez, 2013; Greenberg et al., 2003). In other words, in addition to promoting academic skills, schools have a role in preparing students to graduate with the capacities to get along with others in social and emotionally skilled ways, to practice healthy behaviors, and to make decisions in responsible ways. In the face of current societal, economic, environmental, and...

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 1,500.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD 1,799.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Ainsworth, M. D. S., & Bowlby, J. (1991). An ethological approach to personality development. American Psychologist, 46, 333–341.

    Google Scholar 

  • Association for Supervision and Curriculum Development. (2007). The learning compact redefined: A call to action – A report of the Commission on the Whole Child. Alexandria, VA: Author. Retrieved on September 26, 2013, from Association for Supervision and Curriculum Development website: http://www.ascd.org/ASCD/pdf/Whole%20Child/WCC%20Learning%20Compac

  • Bandura, A. (1977). Social learning theory. New York: General Learning Press.

    Google Scholar 

  • Battistich, V., Schaps, E., Solomon, D., & Watson, M. (1991). The role of the school in prosocial development. In H. E. Fitzgerald, B. M. Lester, & M. W. Yogman (Eds.), Theory and research in behavioral pediatrics (pp. 89–127). New York: Plenum Press.

    Google Scholar 

  • Battistich, V., Schaps, E., Watson, M., & Solomon, D. (1996). Prevention effects of the child development project: Early findings from an ongoing multi-site demonstration trial. Journal of Adolescent Research, 11, 12–25.

    Google Scholar 

  • Battistich, V., Schaps, E., & Wilson, N. (2004). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. The Journal of Primary Prevention, 24, 243–262.

    Google Scholar 

  • Battistich, V., Solomon, D., Watson, M., & Schaps, E. (1997). Caring school communities. Educational Psychologist, 32, 137–151.

    Google Scholar 

  • Battistich, V., Solomon, D., Watson, M., Solomon, J., & Schaps, E. (1989). Effects of an elementary school program to enhance prosocial behavior on children’s cognitive social problem-solving skills and strategies. Journal of Applied Developmental Psychology, 10, 147–169.

    Google Scholar 

  • Benn, R., Akiva, T., Arel, S., & Roeser, R. W. (2012). Mindfulness training effects for parents and educators of children with special needs. Developmental Psychology, 48(5), 1476–1487. doi:10.1037/a0027537.

    PubMed  Google Scholar 

  • Bond, L. A., & Hauf, A. M. C. (2004). Taking stock and putting stock in primary prevention: Characteristics of effective programs. Journal of Primary Prevention, 24, 199–221.

    Google Scholar 

  • Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22, 218–224.

    Google Scholar 

  • Bridgeland, J., Bruce, M., & Hariharan, A. (2013). The missing piece: A national survey on how social and emotional learning can empower children and transform schools. Washington, DC: Civic Enterprises.

    Google Scholar 

  • Bronfenbrenner, U., & Morris, P. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Theoretical models of human development: Vol. 1 of the Handbook of child psychology (5th ed., pp. 993–1028). New York: Wiley.

    Google Scholar 

  • Bushaw, W. J., & Lopez, S. J. (2013). Which way do we go? The 45th annual PDK/Gallup poll of the public’s attitudes toward the public schools. Phi Delta Kappan, 95(1), 8–25.

    Google Scholar 

  • Coie, J. D., & Dodge, K. A. (1998). Aggression and antisocial behavior. In N. Eisenberg (Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (Vol. 5, pp. 779–862). New York: Wiley.

    Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning. (2003). Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs. Retrieved January 26, 2012, from http://casel.org/wp-content/uploads/1A_Safe__Sound-rev-2.pdf

  • Collaborative for Academic, Social, and Emotional Learning, (2013). 2013 CASEL guide: Effective social and emotional learning programs – Preschool and elementary school. Chicago, IL: Author.

    Google Scholar 

  • Conduct Problems Prevention Research Group. (1999). Initial impact of the fast track prevention trial for conduct problems II: Classroom effects. Journal of Consulting and Clinical Psychology, 67, 648–657.

    PubMed Central  Google Scholar 

  • Conduct Problems Prevention Research Group. (2010). The effects of a multiyear universal social- emotional learning program: The role of student and school characteristics. Journal of Consulting and Clinical Psychology, 78, 156–168.

    PubMed Central  Google Scholar 

  • Denham, S. A., & Weissberg, R. P. (2004). Social-emotional learning in early childhood: What we know and where to go from here. In E. Chesebrough, P. King, T. P. Gullotta, & M. Bloom (Eds.), A blueprint for the promotion of prosocial behavior in early childhood (pp. 13–50). New York: Kluwer Academic/Plenum.

    Google Scholar 

  • Devaney, E., O’Brien, M. U., Resnik, H., Keister, S., & Weissberg, R. P. (2006). Sustainable schoolwide social and emotional learning: Implementation guide and toolkit. Chicago: Collaborative for Academic, Social, and Emotional Learning.

    Google Scholar 

  • Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A Randomized trial of the preschool “PATHS” curriculum. Journal of Primary Prevention, 28, 67–89.

    PubMed  Google Scholar 

  • Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41, 327–350.

    PubMed  Google Scholar 

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). Enhancing students’ social and emotional development promotes success in school: Results of a meta-analysis. Child Development, 82, 474–501.

    Google Scholar 

  • Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45, 294–309.

    PubMed  Google Scholar 

  • Dymnicki, A., Sambolt, M., & Kidron, Y. (2013). Improving college and career readiness by incorporating social and emotional learning. Washington, DC: College & Career Readiness & Success Center at American Institutes for Research.

    Google Scholar 

  • Elbertson, N., Brackett, M. A., & Weissberg, R. (2010). School-based social and emotional learning (SEL) programming: Current perspectives. In A. Hargreaves, M. Fullan, D. Hopkins, & A. Lieberman (Eds.), The second international handbook of educational change (pp. 1017–1032). New York: Springer.

    Google Scholar 

  • Elias, M. J. (2001). Prepare children for the tests of life, not a life of tests. Education Week, 21(4), 40.

    Google Scholar 

  • Elias, M. J. (2003). Academic and social-emotional learning: Vol. 11. Education practices series. Brussels, Belgium: International Academy of Education.

    Google Scholar 

  • Elias, M. J., & Arnold, H. (Eds.). (2006). The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). Implementation, sustainability, and scaling-up of social-emotional and academic innovations in public schools. School Psychology Review, 32, 303–319.

    Google Scholar 

  • Elias, M. J., Zins, J. E., Weissberg, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Gallese, V., & Goldman, A. I. (1998). Mirror neurons and the simulation theory of mind-reading. Trends in Cognitive Science, 2, 493–501.

    CAS  Google Scholar 

  • Goleman, D. (1995). Emotional intelligence. New York: Bantam.

    Google Scholar 

  • Gottfredson, G. D., Gottfredson, D. C., Payne, A. A., & Gottfredson, N. C. (2005). School climate predictors of school disorder: Results from a national study of delinquency prevention in schools. Journal of Research in Crime and Deliquency, 42, 412–444. doi:10.1177/0022427804271931.

    Google Scholar 

  • Greenberg, M. T. (2006). Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience. Annals of the New York Academy of Sciences, 1094, 139–150. doi:10.1196/annals.1376.013.

    PubMed  Google Scholar 

  • Greenberg, M. T. (2010). School-based prevention: Current status and future challenges. Effective Education, 2, 27–52.

    Google Scholar 

  • Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged deaf children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117–136.

    Google Scholar 

  • Greenberg, M., Weissberg, R., O’Brien, M., Zins, J., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.

    PubMed  Google Scholar 

  • H.R. 1875–113th Congress: Academic, Social, and Emotional Learning Act of 2013 of (2013). www.GovTrack.us. Retrieved September 26, 2013, from http://www.govtrack.us/congress/bills/113/hr1875

  • Hawkins, J. D., Kosterman, R., Catalano, R. F., Hill, K. G., & Abbott, R. D. (2008). Effects of a social development intervention in childhood 15 years later. Archives of Pediatric and Adolescent Medicine, 162, 1133–1141.

    Google Scholar 

  • Heckman, J. J. (2007). The economics, technology and neuroscience of human capability formation. Proceedings of the National Academy of Sciences, 104, 13250–13255.

    Google Scholar 

  • Hemmelgarn, A. L., Glisson, C., & James, L. R. (2006). Organizational culture and climate: Implications for services and interventions research. Clinical Psychology: Science & Practice, 13, 73–89. doi:10.1111/j.1468-2850.2006.00008.x.

    Google Scholar 

  • Humphrey, N. (2013). Social and emotional learning: A critical appraisal. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Institute of Education Sciences. (2008). What works clearinghouse procedures and standards workbook, version 2.0. Retrieved November 29, 2010, from http://ies.edgov/ncee/wwc_procedures_v2_standards_handbook.pdf

  • Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of a randomized controlled trial. School Psychology Quarterly, 28, 374–390.

    PubMed  Google Scholar 

  • Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491–525.

    Google Scholar 

  • Jennings, P. A., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2011). Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): Results of two pilot studies. Journal of Classroom Interaction, 46, 37–48.

    Google Scholar 

  • Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Society for Research on Child Development Social Policy Report, 25(4), 1–22.

    Google Scholar 

  • Jones, S. M., Bouffard, S. M., & Weissbourd, R. (2013). Educators’social and emotional skills vital to learning. Phi Delta Kappan, 94, 62–65.

    Google Scholar 

  • Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. New York: Bantam Doubleday Dell.

    Google Scholar 

  • Kress, J. S., & Elias, M. J. (2006). School-based social and emotional learning programs. In W. Damon & R. M. Lerner (Series Eds.), K. A. Renninger & I. E. Sigel (Vol. Eds.), Handbook of child psychology: Vol. 4. Child psychology in practice (6th ed., pp. 592–618). Hoboken, NJ: Wiley.

    Google Scholar 

  • Lantieri, L., & Nambler, M. (2012). Cultivating the social, emotional, and inner lives of children and teachers. Reclaiming Children and Youth, 21, 27–33.

    Google Scholar 

  • Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3–31). New York: Basic Books.

    Google Scholar 

  • Merrell, K. W., & Gueldner, B. A. (2010). Social and emotional learning in the classroom: Promoting mental health and academic success. New York: The Guilford Press.

    Google Scholar 

  • Nation, M., Crusto, C., Wandersman, A., Kumpfer, K. L., Seybolt, D., Morrisey-Kane, E., et al. (2003). What works in prevention: Principles of effective prevention programs. American Psychologist, 58, 449–456.

    PubMed  Google Scholar 

  • National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. Committee on Defining Deeper Learning and 21st Century Skills, J. W. Pellegrino, & M. L. Hilton (Eds). Board on Testing and Assessment and Board on Science Education, Division of Behavioral and Social Sciences and Education (pp. 37–68). Washington, DC: The National Academies Press.

    Google Scholar 

  • National School Climate Council. (2007). The school climate challenge: Narrowing the gap between school climate research and school climate policy, practice guidelines and teacher education policy. Retrieved September 26, 2013, from http://www.schoolclimate.org/climate/advocacy.php

  • Payton, J. W., Wardlaw, M. D., Graczyk, P. A., Bloodworth, M. R., Tompsett, C. J., & Weissberg, R. P. (2000). SEL: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70, 179–185.

    PubMed  CAS  Google Scholar 

  • Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). The interaction effects of program training, dosage, and implementation quality on targeted student outcomes for the RULER approach to social and emotional learning. School Psychology Review, 41, 82–99.

    Google Scholar 

  • Roeser, R. W., Schonert-Reichl, K. A., Jha, A., Cullen, M., Wallace, L., Wilensky, R., et al. (2013). Mindfulness training and reductions in teacher stress and burnout: Results from two randomized, waitlist-control field trials. Journal of Educational Psychology, 105, 787–804. doi:10.1037/a0032093.

    Google Scholar 

  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.

    PubMed  CAS  Google Scholar 

  • Schonert-Reichl, K. A., Hanson-Peterson, J. L., & Hymel, S. (in press). Social and emotional learning and pre-service teacher education. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice. New York: Guilford Press.

    Google Scholar 

  • Schonert-Reichl, K. A., & Hymel, S. (2007). Educating the heart as well as the mind: Why social and emotional learning is critical for students’ school and life success. Education Canada, 47, 20–25.

    Google Scholar 

  • Schonert-Reichl, K. A., & Utne O’Brien, M. (2012). Social and emotional learning and prosocial education: Theory, research, and programs. In A. Higgins-D’Alessandro, M. Corrigan, & P. Brown (Eds.), The case for prosocial education: Developing caring, capable citizens (Vol. 1, pp. 311–345). Lanham, MD: Rowman & Littlefield.

    Google Scholar 

  • Sklad, M., Diekstra, R., De Ritter, M., & Ben, J. (2012). Effectiveness of school-based universal social, emotional, and behavioural programs: Do they enhance students’ development in the area of skill, behaviour, and adjustment? Psychology in the Schools, 49, 892–909.

    Google Scholar 

  • Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83, 357–385. doi:10.3102/0034654313483907.

    Google Scholar 

  • Tobler, N. S., Roona, M. R., Ochshorn, P., Marshall, D. G., Streke, A. V., & Stackpole, K. M. (2000). School-based adolescent prevention programs: 1998 meta-analysis. Journal of Primary Prevention, 20, 275–336.

    Google Scholar 

  • Weare, K., & Nind, M. (2011). Mental health promotion and problem prevention in schools: What does the evidence say? Health Promotion International, 26, i29–i69.

    PubMed  Google Scholar 

  • Weissberg, R. P., & Cascarino, J. (2013) Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95(2), 8–13.

    Google Scholar 

  • Weissberg, R. P., Payton, J. W., O’Brien, M. U., & Munro, S. (2007). Social and emotional learning. In F. C. Power, R. J. Nuzzi, D. Narvaez, D. K. Lapsley, & T. C. Hunt (Eds.), Moral education: A handbook: Vol. 2. M–Z (pp. 417–418). Westport, CT: Greenwood Press.

    Google Scholar 

  • Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III (pp. 1–13). Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Educational and Counseling Psychology, and Special Education, University of British Columbia, 2125 Main Mall, Vancouver, BC, Canada

    Kimberly A. Schonert-Reichl

  2. Department of Psychology (MC 285), University of Illinois at Chicago, 1007 West Harrison Street, Chicago, IL, 60607-7137, USA

    Roger P. Weissberg

Authors
  1. Kimberly A. Schonert-Reichl
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Roger P. Weissberg
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kimberly A. Schonert-Reichl .

Editor information

Editors and Affiliations

  1. Child & Family Agency of Southeastern Connecticut, New London, CT, USA

    Thomas P. Gullotta

  2. University of Connecticut, West Hartford, USA

    Martin Bloom

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this entry

Cite this entry

Schonert-Reichl, K.A., Weissberg, R.P. (2014). Social and Emotional Learning: Children. In: Gullotta, T.P., Bloom, M. (eds) Encyclopedia of Primary Prevention and Health Promotion. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-5999-6_133

Download citation

  • DOI: https://doi.org/10.1007/978-1-4614-5999-6_133

  • Published:

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4614-5998-9

  • Online ISBN: 978-1-4614-5999-6

  • eBook Packages: MedicineReference Module Medicine

Publish with us

Policies and ethics

Search

Navigation