Effects of an SEL Program in a Diverse Population of Low Achieving Secondary Education Students

Sande, Marion C. Van De; Fekkes, Minne; Diekstra, René F. W.; Gravesteijn, Carolien; Reis, Ria; Kocken, P.L.

doi:10.3389/feduc.2021.744388

Cited by 7 publications

(7 citation statements)

References 67 publications

(77 reference statements)

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“…Specifically, existing research showed the efficacy of SEL programs in enhancing SEL competencies for kindergarten children [ 46 ], primary school students [ 45 ] secondary school students [ 47 ], and high school students [ 26 ]. Furthermore, our findings are in line with studies showing positive effects of SEL programs on students’ self-management skills [ 48 ], well-being (positive attitude, prosocial behavior, and academic performance) [ 26 ], social awareness [ 23 ], social skills and empathy [ 49 ]. The results of the present study support the importance of addressing socio-emotional skills and psychosocial difficulties in school intervention programs with students.…”

Section: Discussionsupporting

confidence: 90%

Impact of a School Mental Health Program on Children’s and Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties

et al. 2022

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The challenges of today’s society demand high levels of socio-emotional skills in children and adolescents; therefore, mental health is an important issue to be addressed and promoted in schools. The present study aims to investigate the effectiveness of a school mental health program (Promoting Mental Health at Schools; PROMEHS) designed to promote socio-emotional learning and prevent psychosocial difficulties in children and adolescents. The study was conducted on a sample of 1392 students (evaluated by 104 teachers) from kindergarten (n = 446), primary school (n = 426), secondary school (n = 354), and high school (n = 166). A quasi-experimental study design with experimental and waitlist control groups was used to evaluate the program’s effectiveness. Students were non-randomly assigned to the experimental (n = 895) and control group (n = 497). Students belonging to the experimental group received one-hour lessons once a week for 12 weeks. The teachers evaluated their students’ social-emotional skills, strengths, and difficulties before and after the intervention. The results indicated the effectiveness of the PROMEHS program in improving social-emotional skills for all school levels, reducing internalizing problems in primary and secondary school chil-dren, and reducing externalizing issues for kindergarten and primary school children. The PROMEHS program is a promising approach to enhancing childrens’ and adolescents’ social and emotional skills and to decreasing psychosocial difficulties, such as internalizing and externalizing problems.

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Section: Discussionsupporting

confidence: 90%

Impact of a School Mental Health Program on Children’s and Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties

et al. 2022

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“…One of the actions of the approaches done by the teacher is directing the less focused student. The affective and social-emotional approaches are commonly used in a diverse classroom especially for less motivated and low-achieving students (Busse et al, 2020;Van De Sande et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Most of the science teachers in Banjarnegara, Indonesia, have moderately positive attitudes toward teaching diverse students in general classrooms; they have personal experiences in interacting with special educational needs students (Atika et al, 2022). A social-emotional learning program was carried out for preparatory Dutch vocational secondary education in a diverse population of low-achieving students (Van De Sande et al, 2022). Distinct strategies, media, methods, and attitudes are employed by the teachers, a special program is also offered by the school, to respond to a certain case of students' diversity.…”

Section: Introductionmentioning

confidence: 99%

The English Teachers’ Strategies for Embracing Students’ Diversities at Indonesian Schools in Malaysia

Rustan,

Rusdiansyah,

Fadli

et al. 2023

Linguistics Initiative

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This study focuses on the description of the English teachers’ strategies for embracing students’ diversity at Indonesian schools in Malaysia. This study employed a descriptive qualitative design. The primary data were obtained by interviewing two English teachers and observing the English classes at two Indonesian schools in Malaysia. The secondary data were collected by documenting all supporting references and taking pictures of relevant events/objects in both schools. The data were analyzed through the analytical process which consists of transcribing, pre-coding and coding, ideas growing, interpreting, and conclusion drawing. The strategies to embrace the students’ diversity done by the English teachers at Indonesian schools in Malaysia are in the form of adapted learning material and accustomed teaching technique to be employed in or out of the classroom. The teachers give equal treatment to all students but furnish actual guidance or instruction to the students who need it. Some other strategies are done by the English teachers following the policy and program carried out by the schools to handle the students’ diversity. The strategies are integrated into intracurricular and extracurricular activities.

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“…To explore the associations between different social-emotional skills and psychosocial health variables, we conducted an exploratory cross-sectional study. For this, we used baseline data (N = 796) from a longitudinal study on the effects of the Dutch S4L program adapted to the needs of PVSE students (Van De Sande, 2022). The data used in this study are available at https://doi.org/ 10.17026/SS/DNOJRU.…”

Section: Methodsmentioning

confidence: 99%

What are the most essential social-emotional skills?: Relationships between adolescents’ social-emotional skills and psychosocial health variables: an explorative cross-sectional study of a sample of students in preparatory vocational secondary education

Van De Sande,

Leonardus Kocken,

Diekstra

et al. 2023

Front. Educ.

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IntroductionUniversal school-based social-emotional learning (SEL) programs target several social-emotional skills assuming a relationship between the skills and psychosocial health outcomes. However, greater insight into the relationship is required to clarify the skills that are most crucial to address. It will support the development and refinement of SEL programs. This study investigated (1) the relationship among the social-emotional skills, (2) the association between the skills and psychosocial health variables, and (3) the mediating effect of the skills on psychosocial variables.MethodsUsing self-report questionnaires (N = 796) completed by adolescent students (aged 14–18) in preparatory vocational tracks in Dutch secondary education, associations were identified between five SEL skills and two psychosocial health variables, emotional-behavioral difficulties, and prosocial behavior.ResultsThere was a high degree of overlap between the five skills (self-awareness, social awareness, self-management, relationship skills, and responsible decision-making). The skills were univariately associated with emotional-behavioral difficulties and prosocial behavior. In the multivariate model, self-management most strongly correlated with emotional-behavioral difficulties and mediated the relationship between self-awareness and emotional-behavioral difficulties. Social awareness showed the highest correlation with prosocial behavior and mediated the relationship between prosocial behavior and three other skills: self-awareness, relationship skills, and responsible decision-making.DiscussionSelf-management and social awareness seem to be the central skills to promote the psychosocial health outcomes of students in preparatory vocational secondary education tracks. These two skills mediate the relationship between other social-emotional skills, emotional-behavioral difficulties, and prosocial behavior.

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Effects of an SEL Program in a Diverse Population of Low Achieving Secondary Education Students

Cited by 7 publications

References 67 publications

Impact of a School Mental Health Program on Children’s and Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties

Impact of a School Mental Health Program on Children’s and Adolescents’ Socio-Emotional Skills and Psychosocial Difficulties

The English Teachers’ Strategies for Embracing Students’ Diversities at Indonesian Schools in Malaysia

What are the most essential social-emotional skills?: Relationships between adolescents’ social-emotional skills and psychosocial health variables: an explorative cross-sectional study of a sample of students in preparatory vocational secondary education

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