As outlined in this article, conceptual physical education (CPE) uses a text and classroom sessions to teach healthy lifestyle concepts and principles as well as self-management skills that promote lifelong fitness and active living. CPE programs are meant to be an important part of quality physical education (PE) programs. A dozen reasons are…

Background: The Incredible Years® (IY) Teacher Classroom Management (TCM) programme may be an effective way to reduce teacher stress levels, improve child behaviour, and promote positive socio-emotional development. However, few studies have considered what teachers think of the course and how it might work. Aims: In this paper, we examine…

Children's school readiness as they enter kindergarten is an important predictor of their academic success and ultimately their long-term health and economic outcomes. Research shows that participation in high-quality early childhood education helps preschoolers gain the foundational language and literacy skills as well as the social-emotional…

Aims: This systematic analysis aims to address the research question -- do whole-school nurturing approaches show any impact in the short or long term on (1) emotional/behavioural, (2) cognitive/educational or (3) teacher/school variables? Rationale: Trauma or Adverse Childhood Experiences can have long-term consequences though causing problems in…

The Issue: Students need more than just academic knowledge to succeed in college, careers, and personal and public life. They need to understand their own skills and abilities, manage their emotions and behavior, communicate effectively, negotiate conflict, care about others, and make responsible decisions. Social and emotional skills undergird…

During the past 20 years, the afterschool field has been held accountable in varying ways--first, on the ability to provide safe places for young people to spend time while their parents work; then, on success in helping to improve participants' academic achievement as a supplement to the school day. Today, measuring success in afterschool…

This study examined the impact of a commonly adopted elementary universal social-emotional learning program, Second Step, on student social-emotional and academic outcomes following 2 years of implementation. The cluster-randomized wait-list control trial included 61 schools, 321 teachers, and 8,941 early elementary students across 2 states, with…

This study identifies student characteristics that predict participation in Transition Year, an optional developmental year (Grade 10) offered midway through secondary education in Ireland. One thousand eighty five students (51% female; mean age = 15.4 years) completed a questionnaire in Grade 9, providing information on demographic, attitudinal…

The purpose of this study was to understand how schools address two specific criteria of the Schools to Watch® (STW) program: Social equity and developmental responsiveness. Descriptions of replicable practices, program/school characteristics, and initiatives created by each of the STW sites in Pennsylvania were analyzed. The data also includes…

Six years ago the Collaborative for Academic, Social, and Emotional Learning (CASEL) took the unprecedented step of launching an effort to study and scale high-quality, evidence-based academic, social, and emotional learning in eight of the largest and most complex school systems in the country: Anchorage, Austin, Chicago, Cleveland, Nashville,…

Evidence suggests preschool age students with disabilities (SWD) benefit from inclusive settings. Inclusive education has positive impacts on students' social-emotional, language, and cognitive skills. Yet, preschool age SWD continue to have limited access to inclusive education, and research suggests numerous reasons, including teacher practice.…

Present article explores the characteristics of the influence of creative influence technologies for school and college students on their professional and personal self-identification. The aim of the study is students' creative development, which represents the process of integration of mental, emotional and physical personality components, which…

The use of storytelling and discussion about difficult topics naturally lends itself to early skill development in both social-emotional and academic (i.e., emergent literacy) domains. In this article, the authors present initial information on the efficacy and feasibility of Tell Me A Story (TMAS), a program focused on supporting early childhood…

Emotional Intelligence (EI) has been defined as knowing the emotional state of self and others. Its relevance for college student development is only beginning to be researched. In the present research, the Bar-On Emotional Quotient Inventory was administered to college students at the beginning and end of a semester-long course designed…

For the past three years, SELF (Sports, Education, Life Skills, and Faith) has focused on improving academic, behavioral, and social skills of students at Key, Revere, and Meyerland middle schools in the Houston Independent School District (HISD). Tutorials, an essay contest, character-building lessons, sports, a high-school bridge program, and…