Building Teacher Capacity to Promote Social and Emotional Learning in Australia

Freeman, Elizabeth; Strong, Desma

doi:10.1007/978-981-10-3394-0_22

Cited by 9 publications

(10 citation statements)

References 49 publications

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“…Paralleling international studies (e.g., Buchanan et al, 2009; Freeman & Strong, 2017; Schonert- Reichl & Hymel, 2007), the current study demonstrated that most Prairie Canadian educators indicated regularly incorporating SEL in their classroom in various forms. This fell in contrast with Buchanan et al′s study showing almost half of U.S. educators are implementing actual evidence based SEL programs in their classrooms (2009).…”

Section: Discussionsupporting

confidence: 81%

“…Paralleling international studies (e.g., Buchanan et al, 2009;Freeman & Strong, 2017;Schonert-Reichl & Hymel, 2007), the current study demonstrated that most Prairie Canadian educators indicated regularly incorporating SEL in their classroom in various forms. This fell in contrast with Buchanan et al′s Similar to pre-existing international studies (Buchanan et al, 2009;Kam et al, 2011), most Prairie Canadian educators in this study indicated positive attitudes toward SEL.…”

Section: Current Sel Climate In Prairie Canadian Schoolssupporting

confidence: 76%

“…Payton et al, 2008). While information from other countries is available to understand SEL effectiveness and implementation (e.g., Freeman & Strong, 2017; Frydenberg et al, 2017; Humphrey et al, 2010), Canadian SEL research is in its infancy. A first step to facilitate SEL programing is directly examining contextual considerations for implementation to increase the likelihood that educators and schools can provide evidence-based SEL.…”

Section: Introductionmentioning

confidence: 99%

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Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools

Kilborn,

Newton Montgomery,

et al. 2024

Canadian Journal of School Psychology

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This study examined opportunities and barriers for implementing evidence-based Social and Emotional Learning (SEL) programs in Prairie Canadian Schools. Educators from Manitoba, Saskatchewan and Alberta completed an online survey on SEL feasibility and reported on five feasibility domains: (1) attitudes about SEL, (2) knowledge about SEL, (3) job stress, (4) resources for implementing SEL, and (5) SEL practices. Results indicated that positive attitudes toward SEL significantly predicted increased perceived feasibility for evidence-based SEL implementation. Additionally, both knowledge and access to resources predicted increased SEL practice by Prairie Canadian educators. Analyses for open-ended responses paralleled quantitative results. Specifically, Canadian educators had positive views about SEL programing, but like previous research conducted in other countries, indicated that they require better access to SEL training, and resources (e.g., more time to plan and teach SEL, funding and program materials). A unique Canadian context-related finding from this study was that some Prairie Canadian educators indicated a paucity of French materials for SEL programs, which impeded implementation. In order to effectively implement evidence-based SEL in Prairie Canadian schools, policy makers must address the indicated barriers for Canadian educators, such as increased SEL training and resources, and easy access to appropriate French materials.

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Section: Discussionsupporting

confidence: 81%

“…Paralleling international studies (e.g., Buchanan et al, 2009;Freeman & Strong, 2017;Schonert-Reichl & Hymel, 2007), the current study demonstrated that most Prairie Canadian educators indicated regularly incorporating SEL in their classroom in various forms. This fell in contrast with Buchanan et al′s Similar to pre-existing international studies (Buchanan et al, 2009;Kam et al, 2011), most Prairie Canadian educators in this study indicated positive attitudes toward SEL.…”

Section: Current Sel Climate In Prairie Canadian Schoolssupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

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Feasibility of Evidence-Based Social and Emotional Learning in Prairie Canadian Schools

Kilborn,

Newton Montgomery,

et al. 2024

Canadian Journal of School Psychology

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“…This implies that early childhood educators are capable of designing a SEL program using evidence-based practices. These findings are of particular significance, as it is now an expectation-outlined within Australian policy documents and programs-that educators will deliver SEL instruction (Freeman & Strong, 2017). awareness, emotional self-regulation and behavioural self-regulation.…”

Section: Discussionmentioning

confidence: 82%

“…The Melbourne Declaration on Educational Goals for Young Australians (MYCEETYA, 2008) outlines that educational curriculum in Australia will build social and emotional intelligence. This has seen the introduction of SEL outcomes within educational documents, and an expectation that educators will incorporate SEL activities into their everyday teaching programs (Freeman & Strong, 2017;Torrente, Alimchandani & Lawrence Aber, 2015). But there are limited resources available to assist educators in this process.…”

Section: Antoinette White Sue Walkermentioning

confidence: 99%

Enhancing Social–emotional Development through Evidence-based Resources

White

Walker

2018

Australasian Journal of Early Childhood

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SOCIAL–EMOTIONAL LEARNING (SEL) programs have demonstrated positive outcomes with universal audiences in several categories. Studies show that teachers are competent at administering such programs, yet there is limited research on educators’ ability to create an effective teaching program that meets SEL educational outcomes. This study explored early childhood educators’ use of an SEL resource and its effect on children's social–emotional development. Paired sample t tests explored changes to development over an eight-week period, between an intervention (n = 15) and control centre (n = 17). Checklists and journal entries provided insight into the educators’ teaching program and related activities. Findings suggest early childhood educators are capable of designing a teaching program targeting SEL instruction, using evidence-based practices. Results indicate that the resource had a significant effect on children's social–emotional development, particularly in targeted areas. These findings may assist early childhood educators in their planning, documentation and assessment of SEL outcomes, and may contribute to the literature on SEL in universal education settings.

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