In recent years, there has been increasing awareness on the benefits of social-emotional competencies (SEC) on Israeli students. A self-report SEL measure tailored to the Israeli context, however, has yet to be developed. This research aims to validate the Social-Emotional Questionnaire for Grades 4-6 (SEQ [G4-6]), a new self-report questionnaire…

During life transitions, individuals with autism spectrum disorder (ASD) face unique challenges. When navigating the transition from high school to higher education, individuals with ASD confront increased vulnerability in social situations, decreased likelihood of program completion, and increased risk of mental health problems. To help these…

In a convenient large-size format, this book presents the first research-based, comprehensive program designed to support high school students with autism spectrum disorder (ASD). Developed and tested in public schools by the Center on Secondary Education for Students with Autism Spectrum Disorder (CSESA), the program addresses four critical…

The purpose of the current study was to examine the associations between learning behaviours and social competencies of Turkish preschool children. The participants were a total of 140 children (59 girls) with the mean age of 62.56 months (SD = 8.52)enrolled in an urban school district in Turkey. Teachers reported on the children's learning…

This study aims to underline the importance of school-based social-emotional learning (SEL) by exploring the relationship between self-regulated learning (SRL) strategies and science achievement with a moderator of students' emotional skills. In previous studies, SEL scholars have paid attention to explaining the complicated relationships among…

Self-directed student learning begins with self-directed educators. Teachers in Greenville, North Carolina, are training in the Habits of Mind, a series of thinking behaviors that support self-directed learning by helping students successfully tackle complex problems. The authors outline key instructional strategies that have grown from these…

Culturally and linguistically diverse (CLD) students face more complex social-emotional and socio-cultural challenges than their mainstream peers as part of their development and socialization in U.S. schools. Social-Emotional Learning (SEL) has been found to be beneficial in the academic and social success of all students; however, limited…

This book provides an overview of systematic instructional strategies and is written in a format so that teachers and other service providers can immediately put the information to use. It specifically focuses upon systematic instruction for individuals with disabilities (school age and adults) and is generic across age groups as well as…

This study explored high school teachers' perceptions of math anxiety in students and the use of Social-Emotional Learning (SEL) strategies to address it. The purpose of the study was to understand how teachers identified and managed math anxiety through SEL. A qualitative case study approach was used, involving semi-structured interviews with…

The complex set of challenges that middle-aged adults encounter emphasizes a need for mental health interventions that promote resilience and positive outcomes. The present study evaluated whether an online, self-guided social intelligence training (SIT) program (8 h) improved midlife adults' daily well-being and emotion regulation in the context…

The purpose of this article is to demonstrate how elementary physical education (PE) teachers can incorporate social emotional learning (SEL) and life skills into their teaching. Within school-based PE, the ability to foster SEL competencies has been the traditional focus. However, even with the recognized differences between youth sport and PE,…

The authors explore the role of social-emotional learning in developing positive behaviors in students and the related challenges faced by teachers in the United States and India.

Black learners, like all other learners, bring their cultural values into the classroom, how they express themselves, and how they problem-solve. In addition, their life experiences influence their social and emotional behaviors. This study examined the effects of a multicomponent intervention approach--including a culturally adapted social and…

Trauma-informed school practices are interventions intended to mitigate the effects of traumatic experiences that hinder students' abilities to learn and experience success in school settings. This quantitative comparative study aimed to examine archival data on the impact of trauma-informed school practices on middle school students' grade point…

The purpose of this quantitative study was to examine (1) the relationship between teachers' perceived cultural competence and the perceived implementation of culturally responsive Social-Emotional Learning (SEL) practices, conditional on teachers' race, and (2) the relationship between teachers' perceived implementation of culturally responsive…