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Luke, Jessica J.; Brenkert, Sarah; Rivera, Nicole – Journal of Early Childhood Research, 2022
Interest in social emotional learning (SEL) is higher than ever, as parents, educators, and policymakers recognize that children need more than cognitive skills for later life success. However, most SEL research has been conducted in formal education settings. This article describes results from an empirical study of 4-5 years old SEL in two…
Descriptors: Social Emotional Learning, Preschool Children, Museums, Playgrounds
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Martinez, Robert R., Jr.; Marraccini, Marisa E.; Knotek, Steven E.; Neshkes, Rebecca A.; Vanderburg, Juliana – School Mental Health, 2022
A classroom guidance curriculum following the dialectical behavior therapy skills training for emotion problem solving for adolescents (DBT STEPS-A) was evaluated using a pretest-posttest nonequivalent groups quasi-experimental design. Data from 94 ninth-grade students (42 treatment, 52 control) enrolled in a rural high school were analyzed via…
Descriptors: Grade 9, Rural Schools, High School Students, Resilience (Psychology)
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Legette, Kamilah B.; Rogers, Leoandra Onnie; Warren, Chezare A. – Urban Education, 2022
A growing number of scholars in the field of urban education compellingly demonstrate the myriad ways U.S. schooling for Black youth is dehumanizing. Social and emotional learning (SEL), particularly, transformative social emotional learning (TSEL) has come to the fore as a promising intervention to promote positive inclusive school cultures and…
Descriptors: Urban Schools, Teacher Student Relationship, African American Students, Teacher Role
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Chaparro, Erin A.; Kittelman, Angus; McDaniel, Sara C.; Peshak George, Heather; VanLone, Janet; So, SoLing – Rural Special Education Quarterly, 2022
Positive Behavioral Interventions and Supports (PBIS) is a prevention-oriented multitiered system of support. In this article, we discuss how PBIS implementation might be different for schools in rural settings. We used two subsamples of an extant data set of 11,561 schools in 44 U.S. states reporting on PBIS implementation fidelity during the…
Descriptors: Positive Behavior Supports, Intervention, Rural Schools, Program Implementation
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Yang, Min-Jeong; Sawhney, Vyom; McHugh, R. Kathryn; Leyro, Teresa M. – Journal of American College Health, 2022
Objectives: Extant studies document a prospective link between early childhood trauma and internalizing symptoms, such as anxiety and depression. Less is known regarding specific cognitive-affective mechanisms. The current study sought to examine distress intolerance (DI) as a mechanism that may explain the relation between early childhood…
Descriptors: Trauma, Early Experience, Children, Child Abuse
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Cutler, Carrie; Johnson, Adrienne – Dimensions of Early Childhood, 2022
The psychological and cognitive impacts of COVID-19 on children are still unfolding; however, several researchers have noted negative effects of quarantine on youth (Orgilés et al., 2020) and parents (Fontanesi et al., 2020). The abrupt departure from preschool due to social distancing and potential family disharmony associated with financial and…
Descriptors: Preschool Education, Preschool Children, Educational Practices, Self Control
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Rasheed, Muneera A.; Mughis, Waliyah; Niaz, Maira; Hasan, Babar S. – Early Child Development and Care, 2022
The current study conducted in Pakistan aimed to test if parental stimulation practices modify the effect of general child health status on early developmental risks in hospitalized children. Development was assessed using the Survey of Well-being of Young Children. Child health status was a global rating on a Likert scale. Parental engagement was…
Descriptors: Foreign Countries, Hospitalized Children, Child Health, Child Development
Walton, Kate E.; Allen, Jeff; Burrus, Jeremy; Murano, Dana – ACT, Inc., 2022
Social and emotional (SE) skills are known to be linked to many important life outcomes, some of which fall in the academic domain. For example, meta-analytic analyses show that conscientiousness (a trait related to self-management, perseverance, and being organized and planful) accounts for 28% of the explained variance in academic performance…
Descriptors: High School Students, Social Emotional Learning, Social Development, Emotional Development
Irem Korucu; Ezgi Ayturk; Jennifer K. Finders; Gina Schnur; Craig S. Bailey; Shauna L. Tominey; Sara A. Schmitt – Grantee Submission, 2022
Self-regulation in early childhood is an important predictor of success across a variety of indicators in life, including health, well-being, and earnings. Although conceptually self-regulation has been defined as multifaceted, previous research has not investigated whether there is conceptual and empirical overlap between the factors that…
Descriptors: Metacognition, Self Control, Preschool Children, Predictor Variables
Barry P. Flicker – ProQuest LLC, 2022
The Advanced Placement (AP) program created by the College Board offers college-level curricula and examinations to high school students. The AP course curriculum program comprises a panel of college-level educators and experts in a particular field of study. Colleges and Universities may grant placement and course credit to those students who…
Descriptors: Advanced Placement Programs, Outcomes of Education, High School Students, Student Development
Chinwe Osondu – ProQuest LLC, 2022
The purpose of this qualitative study is to explore teachers' perception of the impact of the switch to emergency remote teaching on students with disabilities during the coronavirus disease 2019 (COVID-19) pandemic, as well as the factors that helped or hindered their academic and social-emotional achievement levels and motivation. A secondary…
Descriptors: Distance Education, COVID-19, Pandemics, Students with Disabilities
Reilly, Nadja N. – Educational Leadership, 2018
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…
Descriptors: Social Development, Emotional Development, Depression (Psychology), Mental Health
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Zolkoski, Staci M.; Holm, Jessica M.; West, Erin; Ismail, Hajar; Kennedy, Bridget R.; Votaw, Antoine; Miller, Gary J.; Stocks, Eric; Sass, Sarah M. – Kappa Delta Pi Record, 2021
Although researchers have explored social-emotional learning (SEL) in schools, the research on rural schools is limited. In this study, the authors explore parents' feedback on the impact of an SEL program on their children in rural schools.
Descriptors: Social Development, Emotional Development, Rural Schools, Parent Attitudes
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Bruhn, Allison L.; McDaniel, Sara C. – Journal of Emotional and Behavioral Disorders, 2021
The purpose of Tier 2 positive behavior interventions and supports (PBIS) is to address identified social, emotional, and behavioral needs with efficient, targeted interventions. Although only 10% to 15% of each school's population will require Tier 2 supports, without effective systems, practices, and data, students will continue to demonstrate…
Descriptors: Positive Behavior Supports, Intervention, Behavior Modification, Social Development
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Ertanir, Beyhan; Kaiser-Kratzmann, Jens; Sachse, Steffi – British Journal of Educational Psychology, 2021
Background: Recent research has shown that socio-emotional and language competencies are positively associated with each other. However, few studies have explored these associations for the second language competencies (L2) of young dual language learners (DLLs). Aims: This longitudinal study investigated possible bidirectional associations…
Descriptors: Foreign Countries, Social Development, Emotional Development, Language Skills
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