There are five developmental areas: gross motor, fine motor, communication, adaptive behavior, and social-emotional. If social-emotional skills are delayed, all other developmental areas are negatively impacted. Preschool-aged students are incapable of kindergarten readiness if they have a delay in social-emotional development as it impacts their…

Extensive literature on school misbehavior has largely focused on teachers' perceptions of the most frequent and troublesome classroom behaviors and the most commonly used strategies to manage them. Students' perspectives on this topic have received comparatively little attention and most of the few existing studies were conducted with secondary…

The purpose of this qualitative descriptive study is to explore how African American single mothers describe the efficacy and accessibility of afterschool enrichment programs for elementary school children from socio-economically challenged homes. This study will contribute to the gap in the literature with respect to African American single…

In recent years, there has been increasing awareness on the benefits of social-emotional competencies (SEC) on Israeli students. A self-report SEL measure tailored to the Israeli context, however, has yet to be developed. This research aims to validate the Social-Emotional Questionnaire for Grades 4-6 (SEQ [G4-6]), a new self-report questionnaire…

More needs to be known about the benefits and risks to the development of interpersonal and intrapersonal skills in ubiquitous digital environments at school and at home. Nine to 12-year-old students (n = 186) in a 1:1 digital programme serving low SES and culturally diverse communities rated their self-regulation and social skills for both…

The purpose of this study was to investigate the perspectives high school student-athletes with IEPs and their stakeholders have regarding athletic participation and its impact on the student-athletes' academic experience. Research regarding this topic generally deals with the perspectives of the adults involved, and not necessarily the…

The negative impacts of COVID 19 on children's holistic development have been reported by researchers around the world. This qualitative study explored teachers' and parents' perspectives on the impact of physical/social distancing and school closure policies on children's socioemotional development. The study was conducted in fall 2020. The…

Although young children benefit from early learning environments, many children with developmental delay struggle to meaningfully interact, engage, participate in daily routines and activities, and learn new social skills without direct support from evidence-based interventions (EBI), activity-based instruction, or Division for Early Childhood of…

Autism spectrum disorders (ASD) are often associated with intellectual disability (ID). ASD-specific group concepts usually focus on people on a high functioning level. The Autism-Competence-Group (AutCom) combines a psycho-educative approach with music and dance/movement interventions in adults with ASD and ID. AutCom includes 16 structured…

As teachers and administrators focus increasing attention on the mental health needs of students, researchers are exploring ways that addressing social-emotional needs is essential to academic growth as well as personal wellness. This descriptive investigation explored ways that seventh and eighth grade students perceived their social-emotional…

Cooperation is an observable and measurable relationship skill identified within social and emotional learning paradigms. Although cooperation plays a role in the academic and behavioral development of students, educators may not have the time, expertise, or motivation to target cooperation skills explicitly. Self-monitoring, grounded in…

Purpose: Though the benefits of social-emotional competence (SEC) are well-recognized, measuring it and designing appropriately matched interventions remains elusive and methodologically challenging. This paper shares formative research designed to uncover the SEC of one secondary school health teacher's students and to help her make…

This study investigated the impact of school closures for COVID-19 on the attainment of pupils in Key Stage 1 in reading and math, and on the gap between the attainment of disadvantaged and non-disadvantaged children. It explored pupils' attainment compared with pre-pandemic samples, as well as any changes in attainment over the course of the…

Little is known about the connection between arts-integrated education and social-emotional learning, particularly for students with disabilities. This paper draws on data from a case study of a federally-funded arts integration program called Everyday Arts for Special Education (EASE) to identify the mechanisms by which arts-integrated teaching…

The significance of social and emotional learning (SEL) continues to grow in today's schools around the world. More teachers agree that students' social and emotional needs must be addressed in the learning process. This is because how students feel about themselves and think about one another affects the ways they learn in school. Learning…