Educational researchers have produced a variety of evidence-based practices (EBP) to address social, emotional, and behavioral (SEB) needs among students. Yet, these practices are often insufficiently adopted and implemented with fidelity by teachers to produce the beneficial outcomes associated with the EBP, leaving students at risk for…

Children with developmental delays are more likely to experience difficulties in social-emotional skills and challenging behavior, which can lead to poor long-term outcomes if left untreated. The purpose of this literature review was to synthesize the literature related to home-based interventions to address social-emotional skills and challenging…

Research Findings: Universal screening practices that utilize reliable and valid screening measures are vital for identifying social-emotional and behavioral (SEB) concerns for students at-risk for future behavioral and academic difficulties. Screening procedures implemented at the start of kindergarten can result in early identification and…

In recent years, preschooler's self-regulation has been extensively researched. This systematic review deals with the overlaps and differences among the many different terminologies and definitions of self-regulation in childhood and the association with preschooler's social-emotional and behavioural development. A systematic literature search in…

Shyness, which is characterized by social withdrawal behaviours and approaching-withdrawal conflicted social motivations, is suggested to influence children's social-emotional development. This study examined the association between shyness and social-emotional development among Chinese children aged 3 to 12. A systematic search of both Chinese…

Child Sexual Abuse (CSA) is a social plight that affects the lives of roughly 400,000 children annually within the United States. However, while a significant body of research exists conceptualizing the impacts of CSA on adolescent-aged children, little research is available to synthesize the impacts of CSA on preschool-aged children, particularly…

Joseph Mahoney, Joseph Durlak, and Roger Weissberg compare results from four large-scale meta-analyses of student outcomes related to participation in universal, school-based social and emotional learning (SEL) programs. Their examination includes 356 research reports with rigorous designs and outcome data at post or follow-up from hundreds of…

A substantial body of evidence verifies that social-emotional learning (SEL) can be effectively taught in schools and can reduce the prevalence and impact of emotional and behavioral problems (EBP) among children and youth. Although the positive effects of SEL on individual student's emotional, behavioral, and academic outcomes have been…

Educators are increasingly being encouraged to implement evidence-based interventions and practices to address the social, emotional, and behavioral needs of young children who exhibit problem behavior in early childhood settings. Given the nature of social-emotional learning during the early childhood years and the lack of a common set of core…

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…

Improving social, emotional, and behavioral outcomes of students with and at-risk for emotional and behavioral disorders (EBD) remains a challenge for educators, and it has long been noted that teachers do not consistently use effective instructional practices with students with EBD. Identifying evidence-based practices that address the problems…

Research Findings: Temperament, often defined in terms of reactive and regulatory tendencies, has been shown to predict child outcomes over and above other risk factors and represents a critical aspect of social-emotional development. The present article is a systematic review of temperament-based interventions targeting caregivers, wherein the…

This study expands upon the extant prior meta-analytic literature by exploring previously theorised reasons for the failure of school-based, universal social and emotional learning (SEL) programmes to produce expected results. Eighty-nine studies reporting the effects of school-based, universal SEL programmes were examined for differential effects…

Classroom research has typically focused on the role of teaching practices and the quality of instruction in children's academic performance, motivation and adjustment--in other words, classroom interactions initiated by the teacher. The present article presents a model of classroom interactions initiated by the child, that is, the notion that a…

Interest in the use of mindfulness-based activities with children and youth is growing. The article evaluates empirical evidence related to the use of mindfulness-based activities to facilitate enhanced student learning and to support students' psychological, physiological, and social development. It also provides an overview of interventions that…