The also describes the significant advances the SEL field has made in the past decade, establishes new definitions of SEL at the secondary level, provides suggestions for future research and practice in SEL, and describes innovative approaches to educational practice (e.g., programs that promote mindful awareness) that may also contribute to students’ social and emotional development.
This includes managing stress, controlling impulses, motivating oneself, and setting and working toward achieving personal and academic goals.
Social Awareness: The ability to take the perspective of and empathize with others from diverse backgrounds and cultures, to understand social and ethical norms for behavior, and to recognize family, school, and community resources and supports.
From a resilient perspective this review also highlights range of protective factors that influence the extent of the impact of exposure and the subsequent outcomes for the child.
This review advocates for a holistic and child-centered approach to service delivery, derived from an informed assessment, designed to capture a picture of the individual child's experience, and responsive to their individual needs.
Several recent publications on college and career readiness, deeper learning, and 21st-century skills cite personal and social competencies, often called “noncognitive skills,” as fundamental to students’ level of engagement in middle and high school, their post-secondary performance and completion, and their workplace success (ACT, 2014; National Research Council, 2012).
Recognition of the unique needs of students aged 10-15 began with the advent of the “middle school movement” and continues today (Association for Middle Level Education, 2010).
Although research suggests that course completion and grades in middle school are the strongest predictors of high school performance and graduation (Farrington et al., 2012), there is increasing evidence that social and emotional competence is also critically important.
Interventions that promote SEL promote academic performance (Durlak et al., 2011).
A comprehensive search of identified databases was conducted within an 11-year framework (1995–2006).
This yielded a vast literature which was selectively organized and analyzed according to the four domains identified above.
Effective SEL programming begins in preschool and continues through high school.