Also, despite the promising results found in prior literature (e.g., Klingbeil and Renshaw, 2018), the use of mindfulness techniques applied to the development of SEC appears to have a similar effect to that of traditional SEL techniques. Available online at: https://cran.rstudio.org/doc/Rnews/Rnews_2007-3.pdf#page=40 (accessed June 16, 2021). Like any other sector of the In this scenario, and adopting an isomorphic three-level model as previously presented, these theoretical frameworks may contribute to informing the development of interventions and research with regard to the first two levels, i.e., what to change (content level), and how to change (strategy level). Shame emotions. This is a training module for teachers and professionals working with children 3-6 years old. Findings add to growing empirical evidence regarding the impact of these interventions and contribute to the development of guidelines for the design of effective SEL interventions for teachers. However, on a personal level, a higher degree of SEC has also been linked with an increase in teachers' well-being, which specifically refers to outcomes related to personal well-being and positive emotions (e.g., positive affect, self-efficacy, personal accomplishment, job and life satisfaction; e.g., Jennings et al., 2013; Domitrovich et al., 2016; Carvalho, et al., 2017; Crain et al., 2017). The notion that schools can play a fundamental role in fostering childrens social and emotional wellbeing through a holistic approach in education is receiving a growing worldwide acknowledgment. 4, The core of an emotion is feeling. At the content level, when referring to SEL for teachers, SEC mirror a specific set of social, emotional, and cognitive skills, as presented in Table 2. Some examples of these other consortia are the European Network for Social and Emotional Competence (ENSEC, 2019) in Europe, KidsMatter and MindMatters frameworks in Australia (Australian Government, 2020), the Social and Emotional Aspects of Learning (SEAL) program in the UK (UK Government, 2010), and the Wallace Foundation (2020) in the US. 61, 132141. In the 39 interventions reviewed, 12 used combined measures to test impacts on the variables assessed (30.77%). Child Dev. The majority of these 43 studies were written in English (n = 40) and the remaining records were written in Spanish (n = 3). Effectiv. Finally, concerning SEC-related areas, some SEL interventions for teachers emphasize only a specific domain (e.g., Domitrovich et al., 2016), while others target all five areas (e.g., Cook et al., 2017). Concerning performance bias, it is important that neither the researchers nor the participants are aware of the condition to which the participant belongs during the research process, however, since most of the research teams are also responsible for the intervention delivery it is not possible to guarantee full blindness (56.41%), thus increasing the risk of bias. doi: 10.1037/a0027537, PubMed Abstract | CrossRef Full Text | Google Scholar, Biglan, A., Mrazek, P. J., Carnine, D., and Flay, B. R. (2003). Therefore, in this non-dispositional and non-dichotomous orientation, the SEL rationale is viewed as being detached from other movements such as for instance, Positive Youth Development and Positive Psychology. Children who are supported to develop their self-worth, emotion regulation skills, and social competencies, are able to flourish into self-motivated and independent learners. Res. 8, 2334. Additionally, these findings suggest that SEL interventions for teachers also serve to improve perceived personal well-being and positive emotions and to reduce perceived psychological discomfort and internalizing problems, sustaining preventive action for ill-health issues (e.g., burnout) and promotive action for well-being and mental health (e.g., personal accomplishment, job satisfaction). esc: Effect Size Computation for Meta Analysis. doi: 10.1007/s12671-017-0691-4. NSP: collaborated with the data analyses and the writing of the manuscript. All eligible interventions were school-based interventions with a universal approach (i.e., preventive interventions targeting all teachers). doi: 10.1016/j.tate.2016.10.008, Ldecke, D. (2019). At 5 years(60 month), fear is again 8, 337350. An additional meta-analysis was performed for studies offering a combined intervention. When referring to the quality indicators considered by the pooled studies (i.e., Q2) regarding the intervention features, most interventions were delivered to the participants by a facilitator integrated in the original intervention development team (51.28%). Although several authors make reference to different theories that may inform SEL interventions regarding what to change, how to do so, and where / with whom, the field may be characterized as multiple isolated lines of empirical inquiry stemming from different theoretical frameworks, with unclear overlaps and distinctions (Tolan et al., 2016), thus lacking clarification and integration as reflected in prior research (e.g., Durlak et al., 2011; Sklad et al., 2012; Taylor et al., 2017). Consequently, these modules targeting teachers' SEC are usually shorter and place greater emphasis on inter-personal SEC (i.e., social awareness and relationship skills) which may affect the results. Eficacia de un programa de entrenamiento en conciencia plena (mindfulness) y valores humanos como herramienta de regulacin emocional y prevencin del estrs para profesores. The interrater agreement (IRR) was then computed by calculating the percentage of agreement with two additional researchers with expertise in the SEL rationale, who used the criteria list to code 13 studies (i.e., 30.23%). These methodological shortcomings are particularly problematic since they may compromise control of the Hawthorne effect, the study of maintenance and sleeper effects, as well as the identification of evidence-based practices and determinant components, which influence outcomes. J. doi: 10.1037/ocp0000043. These 43 studies were then grouped, considering the purpose of the meta-analytic procedure, into a subsample of 27 studies (i.e., targeting only teachers) and a subsample of 16 studies (i.e., those presenting a combined SEL intervention). Additionally, it is crucial to align the selected variables with the intervention objectives and addressed contents. How children learn. At 12 months positive emotions enter in the Harris, A. R., Jennings, P. A., Katz, D. A., Abenavoli, R. M., and Greenberg, M. T. (2016). Thus, papers targeting university and / or pre-service teachers and those that did not access impacts on teacher-level variables were excluded. A holistic approach to education goes beyond students academic instruction and aims to embrace each childs cognitive, emotional, social, physical, and spiritual development. Social and emotional learning: A framework for promoting mental health and reducing risk behaviours in children and youth., Daunic, Ann, Nancy Corbett, Stephen Smith, Tia Barnes, Lourdes Santiago-Poventud, Pam Chalfant, Donna Pitts, and Jeisha Gleaton. Thus, SEL interventions designed for teachers have been developed with promising results (e.g., Roeser et al., 2013; Crain et al., 2017; Jennings et al., 2017), gradually calling out for systematic and consistent literature overviews regarding the impacts of SEL interventions on teachers, more specifically on their outcomes. Handbook of Social and Emotional Learning: Research and Practice, 1st Edn. 7, develop? 5, in This simultaneity of different yet similar languages is mirrored by the different consortia of SEL worldwide (Durlak et al., 2015). Social and emotional learning in schools: from programs to strategies and commentaries. Fear Available online at: https://www.routledgehandbooks.com/doi/10.4324/9780203840023.ch16 (accessed June 16, 2021). New York, NY: Holt, Reinhart and Winston. A teacher often has many roles to play. Future research should, therefore, be cautious when assessing SEL interventions' impact on teaching practices, namely ensuring that observations of teachers' behavior within their classroom are made by independent observers, multiple sources of data are gathered, and data from multiple domains (e.g., teachers' SEC) are crossed. Methods Psychol. Early childhood:(2-5yrs/3-6yrs) doi: 10.2766/664439. Schonert-Reichl, K. A., Kitil, M. J., and Hanson-Peterson, J. 16, healthy and conductive atmosphere 's (2003) guidelines, and Klingbeil and Renshaw (2018) results. Enhancing School-Based Prevention and Youth Development Through Coordinated Social, Emotional and Academic Learning.. Whenever part of the previous information was not available, the standardized measure of effect was converted from t and F statistics. A positive classroom environment can facilitate childrens learning and enhance their academic potential. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). An emotion is an affective experience that Research literature in the field of teacher emotions and change broadly accepts that behaviour and cognition are inseparable from perception and emotion. J. Res. (2011). 5 roles that a teacher must fill All these four interventions were combined interventions. doi: 10.1002/pits.21641, Talvio, M., Lonka, K., Komulainen, E., Kuusela, M., and Lintunen, T. (2013). Lastly, with regard to conceptual features, few of the studies explicitly presented the characteristics and contents of the interventions and the strategies used, and all the interventions were designed at an individual / micro level (i.e., targeting only teachers or teachers and their students), and these features may have had an important effect on the results found. Additionally, by providing a well-planned classroom routine and reliable structure that make children feel confident to explore and learn, the students may begin to feel some control over their environment and to internalize some control over their behavior. Implications of emotion regulation on young childrens emotional wellbeing and educational achievement., Beamish, Wendi, Fiona Bryer, and Helen Klieve. Hence, the teaching profession presents particular risks as far as teachers' occupational health is concerned, affecting not only their mental health and well-being but also classroom management and instructional practices which, in turn, affect students' engagement and academic achievement (e.g., Jennings and Greenberg, 2009; Durlak et al., 2015; Schonert-Reichl, 2017). Mindfulness 7, 143154. Additionally, the literature has also given prominence to several consensual standards for identifying the best empirically supported interventions, such as the use of experimental designs with participants' random assignment to treatment groups, the use of follow-up measures, and independent research trials (Biglan et al., 2003) and the control of biases (Higgins et al., 2011). Improving preschool classroom processes: preliminary findings from a randomized trial implemented in Head Start settings. All other effects revealed high heterogeneity, particularly Classroom climate and instructional practices. With regards to the first hypothesis of the study, the results revealed that H1 was partially sustained. Nonetheless, these interventions are, to date, highly distinct regarding their approach, content, format and dosage (Wigelsworth et al., 2016). 58, 433440. However, as research on SEL interventions' impact on children and youths' social, emotional, and academic competencies began to increase and consolidate (e.g., Durlak et al., 2010, 2011; Sklad et al., 2012; Corcoran et al., 2018), other organizations emerged seeking to contribute to a global, yet culturally adjusted dissemination of the SEL rationale (Durlak et al., 2015; Cefai et al., 2018). Tutorials Quantitat. Schools 49, 892909. Not surprisingly, teaching has been described as an emotionally demanding job linked to frequent episodes of work-related stress and burnout (Jennings and Greenberg, 2009; Marques-Pinto and Alvarez, 2016). Early Childh. Despite its practice-centered origin, two theoretical frameworks mostly inspired the conceptualization and operationalization of the SEL areas. New York, NY: Guilford Publications. Payton, John, Hank Resnik, Roger Weissberg, Joseph Durlak, Allison Dymnicki, Rebecca Taylor, Kriston Schellinger, and Molly Pachan. doi: 10.3102/0091732X.16673595. and anger. John Wiley & Sons. Center for Public Education. A systematic review of mindfulness interventions for in-service teachers: a tool to enhance teacher well-being and performance. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the efficacy of school-based SEL interventions involving 3,004 in-service preK-12 teachers. the situation and make proper use of their ENSEC (2019). person at a particular instant of time knowingly Regarding the systematic review process, with a more exploratory and comprehensive end, two research questions were established: Q1. 21, 15591573. Weighted average effects with heterogeneity estimates and prediction intervals. Durlak, J. Br. Available online at: https://escholarship.org/uc/item/3t6993k2 (accessed June 16, 2021). Then, a subsample of 25 interventions (presented in 27 studies) were eligible for the meta-analysis targeting only teachers outcomes; and a subsample of 14 interventions (presented in 16 studies) were considered for the meta-analysis targeting combined interventions' effects. ISBN: 978-003-08-1151-7, Benn, R., Akiva, T., Arel, S., and Roeser, R. W. (2012). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Educ. 9, 185211. Importance of social competence and social-emotional well-being to child development. Moreover, teachers who have increased awareness of the importance of their own and childrens emotions to their wellbeing and academic accomplishment, and consistently address these issues in the classroom may have significant implications on childrens social, emotional and cognitive development. 109, 10101028. Fisher, Z., and Tipton, E. (2015). Domitrovich, C. E., Bradshaw, C. P., Berg, J. K., Pas, E. T., Becker, K. D., Musci, R., et al. Furthermore, cultural appropriations of the SEL definition have served to increase this complexity (Cefai et al., 2018) and lead to the concurrence of multiple languages regarding the same construct (Greenberg et al., 2003; Humphrey et al., 2011; Jones and Bouffard, 2012). doi: 10.1037/spq0000035, Jennings, P. A., and Greenberg, M. T. (2009). Moreover, due to the heterogeneity of contents addressed by the interventions and outcomes assessed, we were not able to test for finer effects. Mindfulness. Sklad, M., Diekstra, R., Ritter, M. D., Ben, J., and Gravesteijn, C. (2012). No interventions designed at an organizational level (i.e., involving all school-community members) were found, or any that considered the baseline level of teachers' SEC. Effects were targeted at time 2, but whenever possible, estimates were also provided for follow-up. Available online at: https://bookdown.org/MathiasHarrer/Doing_Meta_Analysis_in_R/ (accessed June 16, 2021). A more in-depth analysis on the different common terms and rationales may be found in Cefai et al. Cook, C. R., Miller, F. G., Fiat, A., Renshaw, T., Frye, M., Joseph, G., et al. In order to address our research questions with quality and consistency, the studies were required to present an empirical study (with quasi-experimental or experimental designs) on the efficacy of a SEL intervention for in-service preK-12 teachers in their personal and / or occupational outcomes. Social and Emotional Aspects of Learning (SEAL) Programme in Secondary Schools: National Evaluation. No significant effects were found for studies reporting follow-up measures (see Table 4). feelings at different stages of life and to Of those reporting this data, 15 interventions were conducted within urban areas, while six took place in combined areas (e.g., urban and sub-urban areas). First, our findings reinforce the current lack of research on SEL interventions for teachers' efficacy and the need for greater homogeneity of practices (Jennings et al., 2017). (2016). Moreover, due to the between-studies variance and suggestion of publication bias for the SEC and Well-being domains, it may be important to reflect on the instruments used to measure the assessed constructs. What quality indicators of empirical-evidence did the pooled studies consider when designing both the intervention and research? robumeta: Robust Variance Meta-Regression. Collaborative for Academic Social Emotional Learning. 12, months, excitement develops into distress However, the SEL rationale may be distinguished from other approaches that share the same main goal, such as the Positive Youth Development and the Positive Psychology rationales which rely on clearly distinct conceptual frameworks (e.g., Developmental systems, Humanistic psychology; Tolan et al., 2016). Early Educ. Zeitschrift fr Psychologie 227, 261279. doi: 10.20982/tqmp.08.1.p023. Improving classroom learning environments by Cultivating Awareness and Resilience in Education (CARE): results of a randomized controlled trial. Nonetheless, despite targeting different and apparently non-related behaviors (e.g., career education, sex education, violence prevention, health education, and nutrition education), these interventions shared a common basis established within a set of cross-cutting social, emotional, and behavioral skills (Greenberg et al., 2003). We began by systematically screening empirical studies, published in Psychology or Education journals, available on EBSCOhost web, b-ON, SCOPUS and / or SciELO databases. It involves learning the values, knowledge, and skills that enable children to relate to others effectively and to contribute in positive ways to family, school and the community. Even though most of the studies presented some type of randomization, suggesting a low risk of selection bias (Higgins et al., 2011), with regards to the remaining procedures, the level of bias is more unclear. Most of the studies were not led by independent research teams and did not report fidelity assessment. Envy Anger Available online at: https://www.enseceurope.com/ (accessed June 16, 2021). Delgado, L. C., Guerra, P., Perakakis, P., Viedma, M. I., Robles, H., and Vila, J. Psychol. Once again, the background literature on the SEL rationale for teachers suggests that this approach is more an operational than a conceptually driven framework (e.g., Jennings and Greenberg, 2009; Durlak et al., 2015; Schonert-Reichl, 2017). PROTECT Lab Friedrich-Alexander University Erlangen-Nuremberg. In the chart, she gives an account of the J. Dr Snezhana Djambazova-Popordanoska MD, PhD is a Founder of the organisation Another Way, sought after Motivational Speaker, Mindfulness Coach, Counsellor, and a Published Book Author. (2012). 24, 10201042. accompanies generalized inner adjustment Emotional intelligence. It shows the scheme of emotional development (1997), Durlak et al. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the . Prevention that works for children and youth: An introduction., Djambazova-Popordanoska, Snezhana. (2020). As regards suitability of content presented to teachers' teaching grade, this was re-coded as a nominal variable with three conditions considering whether the intervention addressed only class-level teachers (e.g., elementary school), only discipline-level teachers (e.g., high school), or both (considering a SEL intervention with non-specific to group characteristics). (2017). Curiosity not to either one alone. first introduced and defined the SEL rationale with a view to creating a regulatory board for the centralization and standardization of intervention and evaluation policies and practices seeking to promote the optimal development of children and youths. Marques-Pinto, A., and Raimundo, R. (2016). 67, 119133. These assumptions may have delayed the establishment of a SEL line of intervention specifically targeting teachers and their own SEC development, which has only begun to be addressed in the last decade (Schonert-Reichl, 2017; Marques et al., 2019), thus explaining why student-centered approaches have continued to be the main focus of SEL over time. doi: 10.1080/19345747.2016.1246632, Greenberg, M. T., Weissberg, R. P., O'Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. In order to deepen the search and to assure saturation of data, a hand search of reference lists, consortia guides and organization websites was also conducted to identify any further studies available. Higgins, J. P., Thomas, J., Chandler, J., Cumpston, M., Li, T., Page, M. J., et al. For example, perhaps a more effective duration (i.e., distance between 1st and last training session) and frequency of the intervention may play a more crucial role in SEL interventions for teachers' effectiveness than a higher number of formal training hours (i.e., dosage). Robust variance estimation in meta-regression with dependent effect size estimates. For interventions only targeting teachers, there was a pattern of publication bias for SEC and Well-being effects. Therefore, since the SEL rationale, and the interventions developed within this approach, are already heterogeneous and need further integration, the option was taken to minimize the possible entropy through the restriction of eligible studies, in order to guarantee the validity of the meta-analytic procedure. H2. UK Government (2010). Emotions are not present ready-made To improve the sensitivity of the search, synonyms, different spellings, and singular/plural forms, verb forms, adjectives of the terms used as descriptors were considered. Mindfulness training and reductions in teacher stress and burnout: results from two randomized, waitlist-control field trials. Subsequently, the full-text version of the 79 remaining studies that met the aims of this review was examined in detail. doi: 10.1080/10888691.2016.1146080, Tsang, H. W., Cheung, W. M., Chan, A. H., Fung, K. M., Leung, A. Y., and Au, D. W. (2015). Affection, During childhood Improving classroom quality: teacher influences and experimental impacts of the 4rs program. no differentiated emotional response but More specifically, 28 interventions addressed self-awareness, 28 intervened in self-management, 28 involved social-awareness, 27 considered relationship skills, and 10 focused on responsible decision making. (2013). The impact of mindfulness on the well-being and performance of educators: a systematic review of the empirical literature. (2011), Biglan et al. Estimates significance was provided when the 95% confidence interval (CI) did not include the 0. Available online at: https://CRAN.R-project.org/package=robumeta (accessed June 16, 2021). AMV-S: assisted with the design and execution of the study, collaborated with the writing, and editing of the final manuscript. However, teachers' initial training focuses mainly on the academic domain, while they lack explicit training as regards the Social and Emotional Competence (SEC) domain. Joy 105, 787804. It is, therefore, important for future research on the efficacy of SEL interventions to evaluate maintenance and sleeper effects more consistently, namely through the inclusion of follow-up assessment. doi: 10.1007/s10464-013-9570-x, Hallgren, K. A. Hence, just as the SEC of teachers may indirectly affect students' SEC, well-being and performance, some literature has suggested that likewise, when students are more socially and emotionally competent, this may have an indirect effect on teachers' SEC, well-being and performance (e.g., Carvalho et al., 2021). Revista Portuguesa de Educao 32, 5060. A commitment to a holistic approach through promoting SEL in schools would include modifying the schools ethos, organization, management structures, relationships, the physical environment, as well as the taught curriculum, so that the experience of school life is conducive to the health of all who learn and work there. As Spitz (1949) has observed, Indeed, while the latter share the common goal of promoting children and youths' optimal development, there is also divergence within these two orientations (Tolan et al., 2016). Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. However, only recently has SEL for teachers per se been considered (Jennings and Greenberg, 2009; Durlak et al., 2015; Schonert-Reichl, 2017), resulting from the acknowledgment that (1) teachers could enhance the impact of SEL on students if they explicitly infused SEL within their classrooms; (2) and that teachers lacked explicit training in SEL and, therefore, professional development training for teachers on how to teach SEL programs' specific content to their students was required (Greenberg et al., 2003; Osher et al., 2016). Whenever possible, studies were screened through a Boolean search. Furthermore, 26 out of the 39 interventions measured variables from more than one domain, while the impact of the remaining 13 interventions was tested on indicators from only one domain, namely classroom climate and instructional practices (92.31%) and psychological distress (7.69%). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. A special case of emotion regulation is emotional labor which pertains to the degree to which people show, fake, or hide certain emotions depending on their perceived appropriateness in a given situation (see Buri et al., Citation 2017; Wang et al., Citation 2019, for reviews and measurement of emotional labor in teachers). The Global Citizenship Foundation is a registered not-for-profit specialist organization with a mandate to foster active global citizenship and Global Citizenship Education (GCED). A., Weissberg, R. P., Dymnicki, A. Moderate heterogeneity was found for Psychological distress. Consequently, and mirroring the aforementioned observations concerning SEL for children and youths, when considering SEL for teachers the main issues regarding the non-theoretically driven framework underlying the conceptualization of the rationale appear to gain prominence. Res. doi: 10.1002/pits.21980. Furthermore, more in-depth research is needed in order to test and expand knowledge regarding the particular role of the considered covariates in SEL interventions for in-service teachers' impact on teachers' outcomes. Teach. that a child develops from dependence to a Additionally, up to now, SEL interventions have differed in, for example, their approaches, dosage, and the importance placed on each SEC-related area (Wigelsworth et al., 2016). Electr. Prediction intervals for the estimated effects were computed to provide lower and upper bound values for future effects (Harrer and Ebert, 2018). thinking powers, exercise control according to ENSEC - European Network for Social and Emotional Competence. The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis. DEVELOPMENT differentiated and joy appears. doi: 10.5281/zenodo.1249218, Marques, A. M., Tanaka, L. H., and Fz, A. Q. In a sense, early childhood teachers serve as research supports as the children sense, discover, and construct meaning about the world around them. (2015), Tolan et al. (2018)]. cannot be detected during the first weeks, Brief report: integrating social-emotional learning with literacy instruction: an intervention for children at risk for emotional behavioural disorders,. 23, 1026. For p-values below 0.05 all effect sizes survive selection, with the chance of survival dropping for p-values higher than 0.05. Conducting meta-analyses in R with the metafor package. (2017). doi: 10.1007/s11121-015-0618-z, Durlak, J. Table 2. Measur. (2016), and Cefai et al. Bandura, A. For children with lower parental education, this relation is slightly weaker (.577) than for children with higher parental education (.607). Dev. Knowledge Center - Social and Emotional Learning. Moreover, with regards to control for attrition bias, most of the studies did not specify this information (53.85%) leading to unclear risk, but the majority of those reporting this bias explained the reasons for the attrition and also discussed how missing data had been handled (43.59%). doi: 10.21814/rpe.15133. Cooper, H., and Dent, A. The size of the family, The Cochrane Collaboration's tool for assessing risk of bias in randomised trials. On the other hand, most SEL programs continued to assume that teachers were prepared to effectively act as a social and emotional competent role model almost in a dispositional manner (Greenberg et al., 2003; Jennings and Greenberg, 2009; Durlak et al., 2015; Marques et al., 2019). Vienna: R Foundation for Statistical Computing. Quart. Q2. School Psychol. Therefore, teachers support of students social and emotional wellbeing is considered critical to achieving academic success. (2004). Neural control of vascular reactions: impact of emotion and attention., Weissberg, Roger P., Karol L. Kumpfer, and Martin Seligman. Intelligence: ISBN: 978-159-14-7118-9. This practice-centered approach, where multiple theoretical frameworks can inform the same program, coupled with the coexistence of other rationales that share a common goal, makes it difficult to establish a clear definition of the SEL rationale's frontiers. Med. Future Child 27, 137155. The aim of the present study is to conduct a systematic review with a meta-analysis of empirical studies assessing the efficacy of SEL interventions for in-service preK-12 (i.e., from pre-kindergarden to grade 12) teachers on their personal and professional outcomes. Effects were converted to Hedges' g using the package esc (Ldecke, 2019). When designing or evaluating an intervention, these theoretical frameworks should be taken into consideration to inform: (1) what to change (i.e., what specific contents should be included within the program; e.g., Emotional intelligence theory); (2) how to change (i.e., specific strategies through which the program should promote the change; e.g., Social cognitive theory, Social information-processing theory); (3) where / with whom to change (i.e., in what context and / or with whom; e.g., Ecological systems theory; Durlak et al., 2015; Tolan et al., 2016). O local e o mundo: sinergias na era da informao, in Atas do 3 Congresso Internacional promovido pela Revista de Psicologia, Educao e Cultura, ed A. Nunes (Edies ISPGaya), 104118. even as responses to strong stimuli, A teacher is the force that drives the educational system in the United States. Virginia, NV: Association for Supervision and Curriculum Development. Only four interventions targeted merely one SEC-related domain and the key-competence addressed across all the interventions was Relationship Skills. Nevertheless, the heterogeneity among the studies was high across the domains (I2 > 75.00%), suggesting the existence of covariates. Furthermore, although some meta-analyses of reference in the area have made the distinction between rationales (e.g., Positive Youth Development and SEL), they have not clarified / discussed the underlying psychological theories of social emotional learning that are pertinent to the analyzed studies (e.g., Taylor et al., 2017), or justified the search terms used (e.g., Sklad et al., 2012). As regards the methodological features of the research design, there were 28 randomized-controlled trials [18 with a teacher-level randomization (46.15%) and 10 with a cluster-level randomization (25.64%)] suggesting low risk of selection bias (Higgins et al., 2011), 16 studies led by independent research teams (41.03%), and nine studies reporting fidelity levels (23.08%). and affection differentiates into affection for Psychol. Lastly, as regards outcomes, most of the studies evaluated the impact of the interventions on teachers' well-being (61.54%) and psychological distress (58.97%). Likewise, Carvalho and Queirs (2019) conducted a systematic review of 28 studies on the efficacy of stress management interventions for in-service teachers, however, not all stress management interventions can be considered SEL interventions. Additionally, combined interventions did not present significant impacts on teacher-level outcomes. I believe, the missing element of foundational literacies across educational systems listening, speaking, reading, and writing has been Social and Emotional Learning/Literacy. Social and emotional learning and teachers. 48, 14761487. J. A weight-function model for moderators of publication bias (Publication ID 1660D_10411). Available online at: https://casel.org/ (accessed June 16, 2021). Except. Use of mindfulness techniques to promote SEL was coded as a dichotomous variable indicating the use or not use of this strategy in the intervention. By four to five months of age, infants selectively smile at familiar faces and at other infants, and their caregivers begin to share positive emotional exchanges with them. Anger Furthermore, this study highlights some important methodological and conceptual aspects that should be addressed in future research in this area. A coordinated approach involving parents, teachers, and the child usually works best. Meta-regression models for covariates. Psychol. A Report Prepared for the Collaborative for Academic, Social, and Emotional Learning (CASEL). doi: 10.1037/0003-066X.58.6-7.433, Brown, J. L., Jones, S. M., LaRusso, M. D., and Aber, J. L. (2010). Most interventions were conducted in North America (61.54%) and Europe (30.77%). Emotional development Emotional development is a process that a child develops from dependence to a fully functioning adult and applies to most life forms. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. Zins, Joseph E., Weissberg, Roger, and Wang, Margaret, C., eds. doi: 10.1353/foc.2017.0007. doi: 10.2190/DUGG-P24E-52WK-6CDG, Schonert-Reichl, K. A. Firstly, the subsample of the 25 SEL interventions (across 27 studies) which only targeted teachers was considered for the meta-analysis procedure. How do school-based prevention programs impact teachers? In fact, the studies evaluating the Classroom climate and instructional practices domain did so mainly through observation measures, without triangulating this data with data from other sources (e.g., informant-report measures) and other domains (e.g., SEC), which may have contributed to an increased bias and affected the results, causing more heterogeneity of effects. robumeta: An R-Package for Robust Variance Estimation in Meta-Analysis. Pleasant emotions which are helpful and essential to Thus, future meta-analyses should investigate the specific pathways our analysis did not take, due to its wider view, with greater precision. Payton John W., Dana W. Wardlaw, Patricia A. Graczyk, Michelle R. Bloodworth, Carolyn J. Tompsett, and Roger P. Weissberg. Hagelskamp, C., Brackett, M. A., Rivers, S. E., and Salovey, P. (2013). The majority of the 39 interventions assessed have been published in the last 6 years (20152020; 51.28%). (2017). Transitioning children with autism to Australian schools: Social validation of important teacher practices., Duncan, Greg, and Katherine Magnuson. Teachers are the main emotional leaders of their students . Psychol. The 43 selected records were coded based on 25 criteria defined in accordance with PRISMA recommendations on data items (i.e., participants, intervention, comparisons, outcomes, and study design; Moher et al., 2015) and variables, highlighted in the literature as influencing the efficacy of interventions (e.g., dosage, facilitator, teaching grade; Gulamhussein, 2013) and quality of the research (e.g., randomization process; Higgins et al., 2011). Promoting Social and Emotional Learning: Guidelines for Educators. Advancing the science and practice of social and emotional learning: looking back and moving forward. This study described the development, implementation, and preliminary evaluation of a universal SEL program, i.e., Roundies, in the Finnish ECE . have empathy for the feelings of others. doi: 10.1111/cdev.12864, Thompson, S. G., and Higgins, J. P. (2002). Eg: love, amusement, curiosity, joy, Report on general characteristics of the 39 reviewed interventions. This global analysis resulted in 774 initial records. Doing Meta-Analysis in R: A practical Guide. field and delight is differentiated into elation Imagin. (1997). 4:1. doi: 10.1186/2046-4053-4-1, Morris, P., Millenky, M., Raver, C. C., and Jones, S. M. (2013). doi: 10.1080/0305764X.2016.1195791, Wills, H., Wehby, J., Caldarella, P., Kamps, D., and Romine, R. S. (2018). Moreover, integrated in the meta-analytic study, this study aims to test the temporal stability and sleeper effects of the SEL interventions for teachers, and to explore whether the use of mindfulness techniques to promote SEL is a predictor of these interventions' effect. Psychol. The effect for adolescents with lower parental education seemed to be suppressed by the relatively large share of non-Swedish-born residents who, at age 13, show significantly less societal interest than . Methods 10, 428443. (2020). A teacher leader role is one that needs to be embraced if he or she wants to function effectively in the classroom. Additionally, most of interventions (58.97%) did not include assignments and/or monitoring activities between formal sessions (e.g., homework assignments, tutoring sessions, and ongoing coaching). Behav. However, regardless of the chosen approach, SEL interventions should provide opportunities for teachers to be involved in activities that explicitly promote reflection and perspective taking in a group setting, thus enabling them to share ideas and experiences. (2012). Luxembourg: Publications Office of the European Union. The impact of enhancing students social and emotional learning: A meta-analysis of school-based universal interventions., Greenberg, Mark T., Roger P. Weissberg, Mary Utne OBrien. In fact, traditional techniques which did not resort to mindfulness (e.g., Cognitive therapy, CBT, Coping skills training, Emotional intelligence training), have also been used to promote SEC. This result also points to the need to develop far more theoretically adjusted interventions, since a great diversity of forms of implementation, theoretical frameworks, and methodological procedures (e.g., data collection protocols used, outcomes assessed, fidelity assessment, and control for risk of biases) regarding SEL interventions' implementation and evaluation was observed. Child Dev. 10, 4067. (2017). Figure 2 depicts the forest plot with average effects by plotted study. Revista Portuguesa de Pedagogia 46, 151171. is a derivative of the Unpleasant emotions, which are harmful to the (2016). In addition, when said analysis were conducted, all the search terms were mixed (e.g., Durlak et al., 2011), thus compromising the reliability and validity of the findings. Finally, a total of 43 records meeting all the selection criteria were considered for the systematic review. The mental thinking or feeling of a Improving classroom quality with the ruler approach to social and emotional learning: proximal and distal outcomes. Principles of Behavior Modification. The proximal goal of such approach is to encourage all students to participate actively in their self-directed and collaborative learning, while fostering the development of positive relationships at all levels within the school community. Moreover, since the pooled studies resorted to the assessment of interventions' effects and most interventions were delivered by the researchers themselves, consequently most of the studies did not ensure full blindness of the participants and outcomes, which may increase the risk of bias (Higgins et al., 2011). 102, 153167. Thus, schools became flooded with a myriad of interventions aiming to prepare children and youths to face future challenges (Durlak et al., 2015). 1. doi: 10.1016/j.jsp.2017.10.004, Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., and Weissberg, R. P. (2016). More specifically, the suggestion of more consistency of the data within the Psychological distress domain may be due to the fact that, there is, in fact, less divergence of the variables assessed in this domain, and also a tendency to use the same well-established instruments (e.g., the Maslach Burnout Inventory to evaluate burnout symptoms). Carvalho, J. S., Marques-Pinto, A., and Marco, J. Finally, it is also important to note that all the eligible interventions were designed at an individual / micro level, at best including both teachers and students, and using a school-based primary level approach. Classroom management that works: a replication trial of the CW-FIT program. Dev. Universal interventions: fully exploring their impacts and potential to produce population-level impacts. Meta-regressions did not reveal significant values of the explanatory variables, and publication bias was found for social and emotional competence and well-being domains. Teacher Educ. J. Educ. Better duplicate detection for systematic reviewers: evaluation of Systematic Review Assistant-Deduplication Module. only very general and uncontrolled Available online at: https://www.gov.uk/government/publications/social-and-emotional-aspects-of-learning-seal-programme-in-secondary-schools-national-evaluation (accessed June 16, 2021). Particularly, as regards SEL interventions for teachers, we may find interventions following universal approaches (i.e., in which the contents presented are geared toward all teachers, regardless of the grade-level they teach or their individual characteristics; e.g., Jennings et al., 2013), or targeting specific needs (e.g., the contents presented are grounded in the challenges elementary teachers face within their classroom; Murray et al., 2018). (2018). muscle reactions can be observed. differentiated into shame and anxiety. In general, teachers who encourage classroom participation and collaboration, initiate discussions about emotion regulation, provide clear classroom rules, and are positive role models for respectful behavior, can enhance childrens social and emotional wellbeing. (2013). However, the suitability and relevance of these guiding references have yet to be studied when specifically applied to SEL interventions for teachers. Figures 1A,B depict forest plots with averaged effects for each domain by plotted study. Cogn. Knows vernacular medium 3. (2016). A., Weissberg, R. P., and Pachan, M. (2010). Lomas, T., Medina, J. C., Ivtzan, I., Rupprecht, S., and Eiroa-Orosa, F. J. While initial papers on SEL referred only to the importance and contribution of the promotion of SEC for children and youths' development, a more systemic approach soon began to emerge with the role of teachers being recognized. 12:677217. doi: 10.3389/fpsyg.2021.677217. Promoo da sade ocupacional em contexto escolar: Da sade fsica ao bem-estar profissional dos professores, in Psicologia da Sa?de Ocupacional, ed M. J. Chambel (Lisboa: Pactor), 135166. Mindfulness. Can art be the medium for the demonstration of inclusive practice that supports an asset-based approach to teaching, learning, and development? 11 health. The education systems worldwide lack inclusivity and the focus on social-emotional learning is more than ever. doi: 10.1177/0013164410382896, Hwang, Y. S., Barlett, B., Greben, M., and Hand, K. (2017). and delight. As the aim of the present study was to evaluate the impact of SEL interventions developed for teachers on teachers' personal and/or occupational variables, for the data analysis we coded and analyzed: (1) studies using the same intervention but taking different cohorts into consideration (e.g., replication, cultural adaptations) as distinct interventions; (2) papers using the same intervention and the same cohort, but reporting effects on different outcomes at time 2 or follow-up as a single intervention. We used Vevea and Woods (2005) approach as a sensitivity analysis, and a decrease was found in the point estimates for the SEC and Well-being domains, suggesting a pattern of publication bias. With regards to Q1, most of the studies did not state the conceptual framework underlying the development of the SEL intervention used (64.10%). Therefore, since prior literature underlines the importance of promoting changes at an organizational level in order to produce long-lasting improvements (e.g., Durlak et al., 2015), there is a need for future research on SEL interventions for teachers to consider the contribution and effectiveness of organizational-level interventions. Instead, it emerged as a subsuming overall framework for organizing many different preventive and promotive interventions, making the delimitation of clear boundaries between SEC and other psychological functioning categories a difficult endeavor (Tolan et al., 2016). Due to the smaller number of studies and sample requirements (minimum of 10 studies) for simultaneously testing explanatory variables (Thompson and Higgins, 2002), the models were only adjusted for the dimensions with higher number of studies (i.e., SEC, Psychological distress and Well-being). First, due to the eligibility criteria, some research studies were excluded since they did not provide enough data for the estimation of effect sizes. Cochrane Handbook for Systematic Reviews of Interventions. Jealousy, to her new born infants have (2010). Thus, modifying teachers pedagogical approach in a way that is more inclusive, meaningful, and caring for children is more likely to create a positive learning environment in the classroom. MSR: assisted with the design, collaborated with the data analyses, the writing, and the editing of the final manuscript. University of British Columbia. Emotions rise abruptly and die slowly. Deci, E., and Ryan, R. (1985). Klingbeil, D. A., and Renshaw, T. L. (2018). emotions appear first. 00:00 Embracing scientific knowledge from several disciplines such as psychology, neuroscience, and social sciences, Social and Emotional Learning (SEL) has a reputable heritage. 15, 641664. Combined SEL interventions are mainly developed targeting the students' SEC. Also, due to the smaller number of studies and sample requirements, the test of the covariates' prediction effect presented limitations and could not be performed across all the domains. (1) Background: Implementing social-emotional learning (SEL) programs in Early Childhood Education (ECE) settings is a promising approach that can strengthen overall development and well-being during childhood and into adolescence and adulthood. the normal development of individual are termed a Impacts on Physical distress and Classroom climate and instructional practices were found to be non-significant. 11, 693716. In our pool, the first study which addressed an individual SEL intervention (i.e., only targeting teachers) was not published until 2010 (i.e., Delgado et al., 2010), 15 years after the establishment of the SEL rationale. Synthesis of the multiple dimensions that increase the complexity of identifying and bordering the SEL rationale [based on the works of Elias et al. Available online at: https://www.researchgate.net/publication/286036889 (accessed June 16, 2021). Affection Although additional research is needed to clarify these potential influences, the findings of this study should be considered by intervention developers when planning the structure and features of new interventions. Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., and Wolpert, M. (2011). Educ. System. doi: 10.1111/j.1469-7610.2007.01861.x, Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., Bokkel, I., Tate, K., et al. meta: an R package for meta-analysis. Moreover, there were no significant effects at follow-up. doi: 10.1007/s12671-021-01635-3, Castillo-Gualda, R., Garca, V., Pena, M., Galn, A., and Brackett, M. A. Firstly, the inconsistent and mostly silent results regarding the theoretical frameworks used to ground the intervention immediately places limitations on the comparison and evaluation of the SEL interventions for teachers. positive emotions Moreover, research using repeated measures and longitudinal designs is needed to test other potential moderators and mediation effects that help to extend current knowledge and develop more robust guidelines for these types of interventions. Furthermore, research on their efficacy is scarce and has tended to focus more on an assessment of diverse outcome domains, thus, limiting the comparison and overview of these interventions (Jennings et al., 2017) and the establishment of guidelines for the development of effective SEL interventions for teachers. Rev. Emotions can facilitate or impede children's academic engagement, commitment, and ultimate school success since relationships and emotional processes affect how and what we learn. Rathbone, J., Carter, M., Hoffmann, T., and Glasziou, P. (2015). Coburn, K. M. (2018). However, despite the fact that the predictors' selection was based on prior literature recommendations, the tested covariates did not contribute to explaining the heterogeneity found. Lazarus, R. S., and Folkman, S. (1984). Liu, Chao-Yu, Wei-Lieh Huang, Wei-Chih Kao, and Susan Shur-Fen Agu. 45, 294309. Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Available online at: https://beyou.edu.au/ (accessed June 16, 2021). SEL encompasses essential competencies and attitudes children need in order to behave appropriately in social settings. Educ. According to crow and crow Despite this, educational reform efforts tend to focus predominantly on changing individual behaviours and beliefs and largely neglect or at best pay token attention to the emotional dimensions of the change process. Firstly, research has suggested an impact on teachers' SEC, which has consisted specifically of outcomes that directly express one or more of the five key-competencies addressed by the SEL rationale, referring to particular expressions therein (e.g., emotional acknowledgment, emotional regulation, social competence, and self-regulation). (B) Forest plot with weighted average effects for the Psychological distress and Physical distress domains by study of interventions only targeting teachers. The findings indicated statistically significant medium effects of SEL interventions for teachers on SEC (g = 0.59), Well-being (g = 0.35), and Psychological distress (g = 0.34). The Collaborative for Academic, Social, and Emotional Learning was recently established to promote the integration of social-emotional skills in general school education in the U.S. (Oberle et al. Emotional Development Atypical emotional development, observed in children as they are experiencing brain development leaps, is connected to adversities, such as stress, which increase the chance of future developmental dysregulations (Bick and Nelson, 2016). This is consistent with the high heterogeneity found, which tends to be higher for continuous outcomes (IntHout et al., 2016). Preventing conduct problems and improving school readiness: evaluation of the Incredible Years teacher and child training programs in high-risk schools. Psychol. Moreover, most of the interventions targeted class-level teachers, 25.64% of the interventions did not ground the addressed topics specifically to teachers' teaching grade. approximate age at which the different Supplementary Material with greater detail on the methodological procedures adopted (i.e., detailed information on databases consulted, selected descriptors, eligibility criteria, initial search results and the data collection process, presentation of the funnel plots to analyze possible publication bias, and variables included in the coding process) is provided. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. Moreover, along with SEL for children and youths, SEL for teachers maintains the Emotional intelligence theory as a main theoretical framework of reference, but is also primarily informed by the Transactional model of stress and coping (Lazarus and Folkman, 1984; providing information on main teacher-specific stressors and strategies for stress management) and the Self-determination theory (Deci and Ryan, 1985; providing information on teacher-specific needs which might directly relate to an increased perception of professional competence and of how to promote motivation for behavior change and learning) (Jennings and Greenberg, 2009). 84, 437456. Vevea, J. L., and Woods, C. M. (2005). As for Psychological distress, the effect remained unaltered (0.34) after the model correction. Gulamhussein, A. In accordance with the eligibility criteria, the search (conducted in mid-2020) was narrowed to: articles, with full-text available, containing empirical work, and published in peer-reviewed journals since 1995. in the individual and that shows itself in his In this scenario, the promotion of social and emotional competencies has emerged in the literature as one of the main protective factors from which teachers can particularly benefit since they are crucial to classroom management and classroom climate, two key features of teaching efficacy, leading to an increase in teachers' job performance (Jennings and Greenberg, 2009). Soc. System. 20, 214236. Emotional Sensitivity It constitutes understanding threshold of emotional arousal, managing the immediate environment, maintaining rapport, harmony and comfort with others, letting others feeling comfortable in one's company. UNESCO (2018). emotions Received: 07 March 2021; Accepted: 02 June 2021; Published: 01 July 2021. Kimball Young To this end, following an in-depth literature research, a systematic review with meta-analysis was performed on 43 empirical studies (with a total of 39 interventions). (1969). Influence of disruptive behavior disorders on academic performance and school functions of youths with attention-deficit/hyperactivity disorder., Okon-Singer, Hadas, Jan Mehnert, Jana Hoyer, Lydia Hellrung, Herma Lina Schaare, Juergen Dukart, and Arno Villringer. doi: 10.1037/0003-066X.58.6-7.466. Greif Thus, a more suitable match between the selected instruments and the variables under study should be a concern for future studies. Nowadays, teachers are faced with an imbalance of teaching demands (e.g., workload, classroom management, and interpersonal conflicts) and resources (e.g., teacher training), which impacts their personal lives and job performance (Jennings and Greenberg, 2009). Moreover, the predictive role of the specific content features found in this study appears to indicate that, as regards SEL interventions for teachers, the customization of contents to specific groups of teachers (i.e., class-level and discipline-level teachers) did not play a significant role in the assessed domains. Distress or Cry The most common way a child expresses fear is by crying at the dentist's office. Since the inception of SEL, its research and intervention have faced three main waves in the trajectory toward a one whole school approach (Greenberg et al., 2003; Osher et al., 2016). Additionally, as regards performance and detection bias, the risk of bias is unclear (Higgins et al., 2011). Therefore, a total of 39 interventions (presented in 43 studies) were considered for the systematic review. Moreover, when teachers are able to respect and value children as they are, they also support the development of their self-worth. No use, distribution or reproduction is permitted which does not comply with these terms. Jealousy Teaching the Teachers: Effective Professional Development in an Era of High Stakes Accountability. Psychiatry 49, 471488. As a result, Social and Emotional Learning (SEL) interventions seeking to directly promote teachers' SEC have increased over the last decade (Jennings et al., 2017; Schonert-Reichl, 2017). stimuli. Teacher Educ. Wallace Foundation (2020). Figure 1. Child Psychol. Did the pooled studies state the theoretical foundations underlying the design and implementation of their SEL interventions for teachers? J. Educ. In line with the aforementioned, prior literature has also found high levels of heterogeneity among SEL interventions for children (I2 = 91%; Durlak et al., 2011). Nevertheless, recognizing the role of teachers in students' development, some interventions also integrate an intervention (usually prior to the students' intervention) targeting teachers to help them react more socially and emotionally in their classrooms. On the other hand, the social skills training movement, based on Bandura's social learning theory (Bandura, 1969), appears to have inspired the development of the self-regulation and interpersonal relationship areas (Marques-Pinto and Raimundo, 2016). The absence of significant effects in the Physical distress dimension at posttest may be due to the fact that changes at the behavioral and physiological indicators' level emerged following a prior psychological change (e.g., perception). Every emotional experience involves several physical and Therefore, future research should test effects on larger samples and through multiple data collection methods (e.g., behavioral measures, informant-report measures, and direct observations). 4:6. doi: 10.1186/2046-4053-4-6, Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., and Sardin, L. (2008). These interventions, mostly based on the Positive Youth Development movement were, however, developed in a splintered and uncoordinated manner (Elias et al., 1997). Concerning the meta-analysis, results showed statistically significant small to medium effect sizes favoring the experimental group, with SEL interventions impacting teachers' social and emotional competence [g = 0.59, 95% CI (0.29, 0.90)], well-being [g = 0.35, 95% CI (0.16, 0.54)], and psychological distress [g = 0.34, 95% CI (0.57, 0.10)]. Hence, the SEL rationale, in essence, results from multiple and isolated lines of empirical research which have been driven from different theoretical frameworks that have not always clear and distinct boundaries (Tolan et al., 2016). balanced emotional development of This stage is over in a very short time. J. Res. The issues covered are: early childhood holistic development; diversity, inclusion, holistic approach in children's education; promoting an inclusive environment; teacher-parent/community collaboration to impact inclusion et al. *Correspondence: Sofia Oliveira, a-oliveira@campus.ul.pt, Theory and Empirical Practice in Research on Social and Emotional Skills, View all Teachers Psychological Functioning in the Workplace: Exploring the Roles of Contextual Beliefs, Need Satisfaction, and Personal Characteristics., Patricia A. Jennings, and Mark T. Greenberg, The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes,, Harris, Douglas N. Diminishing marginal returns and the production of education: An international analysis.. York, NY: Holt, Reinhart and Winston, Report on general characteristics of study... Other effects revealed high heterogeneity, particularly classroom climate and instructional practices ( 20152020 ; %! Msr: assisted with the ruler approach to teaching, learning, and Greenberg, M. A. and... Way a child expresses fear is by crying at the dentist & # x27 ; lives..., teachers support of students social and emotional learning: looking back and moving forward variables the. And development Resilience in Education ( CARE ): results of a improving classroom quality the. 2013 ) meta-analysis was performed for studies reporting follow-up measures ( see Table 4 ) R., Ritter M.!: Effective Professional development in an Era of high Stakes Accountability majority of manuscript. And development, Michelle R. Bloodworth, Carolyn J. Tompsett, and Higgins, J. C. Brackett. Inthout et al., 2016 ) Klingbeil and Renshaw, T., Medina, J. Carter. June 16, 2021 ) D., Ben, J. C., eds distress and classroom and. Effectively in the classroom # page=40 ( accessed June 16, 2021 ) mostly inspired conceptualization... Writing, and publication bias was found for studies reporting follow-up measures ( see 4! Were school-based interventions with a universal approach ( i.e., preventive interventions targeting teachers have rapidly., Benn, R. ( 2016 ) handbook of social competence and well-being! 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( PRISMA-P ) 2015 statement Collaborative for academic, social and emotional:... Conceptual Aspects that should be a concern for future studies teacher must fill all these four were... 2013 ) on universal social and emotional learning ( SEL ) interventions targeting teachers and... To enhance teacher well-being and performance the data analyses and the editing of the manuscript! Bias ( publication ID 1660D_10411 ): Association for Supervision and Curriculum development ( 20152020 ; %!, T., Arel, S. G., and the key-competence addressed across all the criteria... To child development a concern for future studies teacher-level variables were excluded of dropping! Domains ( I2 > 75.00 % ) under study should be a concern for future studies,... Replication trial of the study, the risk of bias is unclear ( Higgins et,. Prepared for the demonstration of inclusive practice that supports an asset-based approach to teaching learning... 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The pooled studies consider when designing both the intervention objectives and addressed contents support of students social and emotional (... Collaborative for academic, social, emotional, and Gravesteijn, C., Brackett, M. A. Weissberg! Neural control of vascular reactions: impact of mindfulness interventions for teachers they also support the development of this was! ) and Europe ( 30.77 % ) the ruler approach to teaching, learning, and Roeser, R. Ritter!, impacting teachers & # x27 ; s office healthy and conductive atmosphere 's 2003... Development ( 1997 ), suggesting the existence of covariates emotion is feeling 6 years ( ;... All other effects revealed high heterogeneity, particularly classroom climate and instructional practices were found for and., preventive interventions targeting teachers, there was a pattern of publication bias for SEC and effects... Domains by study of interventions only targeting teachers have increased rapidly in recent years Fz, A. M.,,. Vascular reactions: impact of emotion and attention., Weissberg role of teacher in emotional development of child slideshare R. W. ( 2012 ) emotions... The focus on social-emotional learning is more than ever, Beamish, Wendi, Fiona Bryer, Tipton. ( 2015 ), they also support the development of this review was examined in.! Behave appropriately in social settings better duplicate detection for systematic review with meta-analysis of 43 records meeting the. And editing of the family, the full-text version of the previous information was available. Match between the selected instruments and the editing of the family, the Cochrane 's!, to her new born infants have ( 2010 ) risk of bias in randomised.! Found, which are harmful to the first hypothesis of the study, collaborated the! Wellbeing and educational achievement., Beamish, Wendi, Fiona Bryer, and academic learning role of teacher in emotional development of child slideshare!: ( 2-5yrs/3-6yrs ) doi: 10.1177/0013164410382896, Hwang, Y. S., marques-pinto, A., Rivers S.! 2021 ) for each domain by plotted study pooled studies state the theoretical underlying. All these four interventions targeted merely one SEC-related domain and the child usually works best mental thinking role of teacher in emotional development of child slideshare. Transitioning children with autism to Australian schools: National evaluation were conducted in North America ( 61.54 % ),!, emotional and academic learning access impacts on the well-being and performance standardized of! In schools: from programs to strategies and commentaries emotional intelligence g using the esc... A weight-function model for moderators of publication bias for SEC and well-being effects to be non-significant 2009. Bloodworth, Carolyn J. Tompsett, and Folkman, S., and the writing, Tipton... ; s office effects revealed high heterogeneity found, which tends to be non-significant support of students social and learning... The students ' SEC impacts on teacher-level outcomes M. A., Kitil, M. J.,,... The core of an emotion is feeling, when teachers are the main emotional leaders of their students suitability! Of these guiding references have yet to be non-significant future studies practice, 1st Edn studies ) considered... Are termed a impacts on the variables assessed ( 30.77 % ), suggesting the existence of.... Europe ( 30.77 % ) for Supervision and Curriculum development way a child develops from dependence a... All teachers ) research teams and did not Report fidelity assessment additionally, as regards performance and detection bias the... Leader role is one that needs to be non-significant from t and F.... Targeting the students ' social and emotional learning ( SEL ) interventions targeting all teachers ) four interventions targeted one., Weissberg, Roger P. Weissberg studied when specifically applied to SEL interventions are mainly targeting! 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( 2009 ) ' g using the package esc Ldecke., Margaret, C. M. ( 2010 ) however, the full-text version of the interventions. For continuous outcomes ( IntHout et al., 2016 ) the studies was high across domains... Graczyk, Michelle R. Bloodworth, Carolyn J. Tompsett, and role of teacher in emotional development of child slideshare, R. P.,,. For teachers and those that did not present significant impacts on the different common terms and rationales be... Conduct problems and improving school readiness: evaluation of the 4rs program research teams and did not present impacts. Of important teacher practices., Duncan, Greg, and Salovey, P. ( ). The aims of this stage is over in a very short time for and! A derivative of the manuscript al., 2011 ) effects revealed high heterogeneity particularly...
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