Emotional scaffolding by the teachers of kindergarten children facilitates children's emotional well-being and contributes to their achievements in school. Our aim was to analyze the association between emotional scaffolding, dialectical thinking support and classroom quality. We used the Early Childhood Environment Rating Scale (ECERS-R),…

Empathy is a consistent predictor of positive counseling outcome. As counselor educators attempted to teach and evaluate CITs' empathy competence, various conceptualizations and measurements emerged. Thus, the purpose of this study was to validate a proposed theoretical model and developed a measure based on the model. One hundred and forty-eight…

Continuous improvement is about learning from mistakes and experiences to improve in the future. However, students' perceptions of how continuous improvement practices affect their social and emotional skills have not been considered. The literature that exists neglects to include the perception of elementary students' social and emotional skills…

Both maternal and paternal supportive parenting (i.e., sensitivity, warmth, stimulation, and engagement) across early childhood have been found to be associated with multiple domains of children's positive socioemotional functioning. However, few studies have considered how maternal and paternal supportive parenting may interact to impact child…

Liminality, both etymologically and practically, is generally meant to be navigated through, not permanently occupied. The Disney "Descendants" series, marketed for ages seven to twelve, is an example of children's literature that engages with liminality as not only a lasting choice but also one of joy and reconciliation. The books…

To better support students with conditions like depression, schools must take steps to shift away from a silo approach in which academics and emotional health are seen as separate. To illustrate, Nadja N. Reilly outlines an integrated approach to social-emotional learning accommodates both students and teachers' needs for emotional safety and…

Early childhood teachers' social emotional well-being is important for their quality of life, and is associated with their classroom practices, their relationships with children, and with child functioning. This study examines the impact of an intervention; a brief, online course to support teachers' use of stress-management and resiliency…

Social-emotional learning programmes can be effective for typically-developing children and young people in improving their social-emotional skills. This systematic literature review, evaluating peer-reviewed literature from 2007 to 2018, investigated whether these programmes are also effective for children and young people with learning…

From the point of view that every child is unique and valuable, the need for developing their skills and abilities, and their need for learning and development, in the context of their learning styles/developmental characteristics, must be supported. Because of social-emotional learning skills are comprehensive and very important skills, teaching…

McGuire, Stevahn, and Bronsther (2019) focused on civic education in elementary grades, an important but sorely missing topic in schools. Using Storypath, a simulation-like approach to address the housing affordability in Seattle, the authors showed how motivated and engaged students were with the topic. A major strength of the study is the…

Mindfulness training contributes to greater well-being in students who encounter challenges that cause stress. Ongoing stress can be detrimental and have negative impacts on the brain, which results in academic and social difficulties. Mindfulness training can help protect the developing brain from the negative effects of excessive stress,…

Social and emotional learning (SEL) programs have become increasingly popular during the last 20 years. Although the benefits of SEL programs are significant, the issue of implementation fidelity often arises. The purpose of this study was to assess the impact of implementation fidelity in the Life Skills Training (LST) program implemented with…

As highlighted by Eisenberg, Cumberland, and Spinrad (1998), parents play a critical role in children's socioemotional development, in part, by shaping how children and adolescents process, respond to, and regulate their emotions (i.e., emotional reactivity/regulation). Although evidence for associations between parenting behavior and youth's…

This study aimed to find out the level of emotional maturity and gender differences among children living in residential homes in Windhoek, Namibia. A sample of 54 participants between the age group of 10 to 19 years was selected using a multi-stage sampling technique. This study utilises a quantitative approach and descriptive design. An…

The ACT® National Curriculum Survey® is a nationwide survey of educational practices and college and career readiness expectations. Every few years, educators across the country are surveyed about the knowledge and skills students are expected to learn that are essential for college and career readiness. As part of this study, over 6,000…