This study extended existing work on the Individualized Classroom Assessment Scoring System (inCLASS), established as a measure of preschool-age children's observed interactions in the four domains of Teacher Interactions, Peer Interactions, Task Orientation, and Negative Engagement. Our sample included kindergarten-age children (N = 117; mean age…

Teacher education has found new direction in the demonstrated need for social-emotional development as a focus in our public schools. This article chronicles historic approaches to social-emotional development with references to various fields of study, leading to the recent consensus on what knowledge and skills define an appropriate education…

In this article, we present an integrated approach to social-emotional learning and culturally responsive teaching (SEL/CRT), a framework that has guided the advocacy and practical work of teacher educators (including the authors of this article) in Massachusetts. Hailing from a range of higher education programs across the state, this group has…

This study provides a systematic review of the use of social emotional learning (SEL) interventions in urban schools over the last 20 years. I summarize the types of interventions used and the outcomes examined, and I describe the use of culturally responsive pedagogy as a part of each intervention. The review of the 66 studies revealed that few…

The purpose of this article is to describe a school-based, integrated arts programme designed to facilitate social and emotional learning (SEL) in young children with social cognitive challenges, and to report on student outcomes. Students received weekly arts instruction over the course of one academic semester as part of their social studies…

Nearly one in four students residing in the United States is from an immigrant family and these children's school readiness is related to their parent's nativity and other sociodemographic characteristics. Social-emotional skills are an important conduit for academic development, yet these relations have not been explored for children from…

Despite calls to better prepare children for school entry, children with social, emotional, or behavioural needs continue to experience limited access to care that meets their needs. Despite frameworks for Positive Behaviour Intervention and Support (PBIS) that may aid in addressing children's needs, bringing those frameworks to scale in early…

The Coping Power Program has been adapted as a universal prevention model (Coping Power Universal) aimed to reduce children's behavioral difficulties in Italian primary and nursery classes. The current study aimed to determine whether the version of the Universal Coping Power for pre-schoolers could reduce behavioral problems in school and home…

Introduction: The theoretical-empirical study is based on two particular case studies of families bringing up children from institutional care. It deals with the real needs of foster families, with the foster parents' perception of fostering and their experiences from the time spent with children in foster care, about the children's behaviour in…

Emotion talk plays an important role in the social and emotional development of preschoolers, but not much work has shown how teachers talk about emotions in the classroom. We recorded preschool teachers' (N = 13) emotion talk in naturalistic observations. Teachers expressed 633 emotion-related utterances, about 3 per hour (range fewer than 1 to…

Using the conceptual frameworks of validation theory and socioemotional development, this study investigated undocumented/DACAmented community college students' emotional reactions to Trump's presidential victory and whether educators and/or administrators offered positive validation after the election. The study sheds light on current practices…

The central motive for conducting this research was to investigate how Greece, Spain, Sweden and the United Kingdom treat social and emotional education (SEE) within pedagogical practice. The study used a sequential quantitative-qualitative analysis with a comparative design, with 750 teachers in the initial quantitative phase participating in a…

The purpose of this article is to provide an overview, core strategies, and real-life examples of the universal tier of an early childhood multitiered system of positive behavior support: "The Pyramid Model." This article includes information from a variety of resources and classroom experiences to assist practitioners in the…

School discipline continues to this day to be the most challenging issue in education often resulting in students being excluded from their classroom and instruction. Positive Behavior Intervention Supports (PBIS) is a necessity to ensure that students are in classrooms learning and supported socially and emotionally. The purpose of this…

Academic and behavior problems co-occur in students at rates higher than chance, with rates ranging from 10% to 50% (Darney, Reinke, Herman, Stormont, & Ialongo, 2013). Such comorbidities lead to an increased risk for negative symptoms, including depression, substance use, violence, and delinquency (Darney et al., 2013). Combined…