The Core Components of Evidence-Based Social Emotional Learning Programs

Lawson, Gwendolyn M.; McKenzie, Meghan E.; Becker, Kimberly D.; Selby, Lisa E.; Hoover, Sharon

doi:10.1007/s11121-018-0953-y

Cited by 103 publications

(72 citation statements)

References 38 publications

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“…The use of SEL curricula in other jurisdictions is associated with improved mental health outcomes, academic performance, and school attendance, as well as reduced disciplinary incidents. 21 In the context of COVID-19, from which children and youth are under acute emotional duress, 22 building mental health promotion into education can equip young people to cope with distress caused by the pandemic.…”

Section: Introductionmentioning

confidence: 99%

A Path Forward: Mental Health and the U.S. Pandemic Response

McCray

Rosenberg

2021

J Behav Health Serv Res

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The COVID-19 pandemic presents a crisis of mental health in the United States (U.S.) alongside a crisis of infectious disease. Racial inequities in COVID-19 morbidity and mortality have brought health equity to the forefront of public health policy, exacerbating prior inequities in mental health care access and outcomes. This Commentary asserts that policymakers and advocates must prioritize mental health when responding to the pandemic. While the pandemic is an emergency of unprecedented scale, the authors argue that it also is an opportunity to implement broad-based mental health policy reforms in the U.S. that build on the successes of the Affordable Care Act and the Mental Health Parity and Addiction Equity Act. Guided by innovative state and local policies to promote population-level mental health, we outline a series of empirically grounded strategies for federal and state policymakers to promote mental health equity in the wake of COVID-19.

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Section: Introductionmentioning

confidence: 99%

A Path Forward: Mental Health and the U.S. Pandemic Response

McCray

Rosenberg

2021

J Behav Health Serv Res

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“…Social and Emotional Learning (SEL) programs have been developed to address both adolescent emotion dysregulation and risk-taking behaviors, primarily within school settings (Greenberg et al, 2003;Dowling, Simpkin, & Barry, 2019). The core components of SEL programs focus on improving social skills, identifying others' feelings, identifying one's own feelings, and behavioral coping skills/relaxation (Lawson et al, 2019) and have been associated with decreases in externalizing behaviors among youth (Snyder et al, 2010;Durlak et al, 2011). Despite the clear bene ts that SEL programs to improve health outcomes for youth across development, research on the implementation of SEL programs have been primarily conducted among younger youth (e.g., in elementary or middle school; Durlak et al, 2011) with limited research testing the e cacy of SEL programs among older youth in high school settings (Willliamson et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Implementation of Dialectical Behavioral Therapy for Adolescents (DBT-A) Skills Group in High Schools for At-Risk Youth: Going 4 Goals Protocol

Zapolski

Whitener

Khazvand

et al. 2021

Preprint

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Adolescence is a developmental period marked by engaging in risk-taking behaviors, with higher risk among youth who are impulsive or emotionally dysregulated. Thus, interventions that teach skills to reduce the risk for negative outcomes as a consequence of dysregulation are needed. Social and Emotional Learning (SEL) programs have been developed to address both adolescent emotion dysregulation and risk-taking behaviors. However, current programs have mostly been implemented among younger youth and have rarely been empirically evaluated for their effectiveness among high school students. This current study outlines the implementation of a SEL intervention titled “Going 4 Goals,” which is a 9 session adaptation of the Dialectical Behavioral Therapy for Adolescents (DBT-A) program for schools delivered to at-risk high school students in a school setting. The primary outcomes of the study are to test whether participating in the skills group intervention produces significant increases in the core DBT-A skills of mindfulness, emotion regulation, distress tolerance, and interpersonal effectiveness while also producing significant decreases in substance use and risky behaviors. These primary outcomes are based on changes in participant scores between baseline and post-intervention, as well as follow-ups at 1, 3, and 6 months in comparison to a control group of youth who are participating in the school’s health curriculum at the same time points. A secondary objective of this study is to also examine the acceptability, facilitators and barriers of the intervention through qualitative interviews with intervention participants and school staff. The current paper describes the protocol of the 9 session school-based adaptation of the DBT-A intervention and discussion of the strengths and limitations of the study, as well as future directions.

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“…Third, important student-based contextual variables related to school climate are often neglected in these measurements (Konold, 2018). Examples include key academic mindset and social emotional learning competencies utilized by students in their academic endeavors (Rattan et al, 2015;Lawson et al, 2019). Theories of optimal school performance in children often integrate student-based contextual factors with school climate (Lee and Shute, 2010;Rudasill et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups

2020

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School climate is a multidimensional construct of the quality of a student's academic environment, often subsuming dimensions such as safety, instructional practices, social relationships, school facilities, and school connectedness. Positive school climate has beneficial effects on a wide range of adjustment variables in youth, including academic achievement, mental health, school attendance and graduation, and school-based behavior. Studies regarding school climate assessment have burgeoned in recent years but remain marked by limited sample sizes, narrow developmental levels, restricted items, unclear psychometric strength across multiple demographic groups, and lack of integration with key student education contextual factors such as academic mindset and social emotional learning. The present study evaluated a comprehensive measure of aspects of school climate, academic mindset, and social emotional learning in a sample of 105,379 diverse students (M age = 13.47 years; SD = 2.47). The 9-factor structure of the School Climate and Academic Mindset Inventory was supported via confirmatory factor analysis. A trimmed model displayed adequate goodness-of-fit for males and females, younger age groups, and European American, biracial/multiracial, Hispanic, Native American, and Native Hawaiian/Pacific Islander students. The trimmed model was slightly less strong for older age groups as well as for African American and Asian American students. The scale may be useful for assessing school climate interventions, longitudinal climate patterns, and school-based algorithms of future performance, though additional validation of the scale remains necessary.

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The Core Components of Evidence-Based Social Emotional Learning Programs

Cited by 103 publications

References 38 publications

A Path Forward: Mental Health and the U.S. Pandemic Response

A Path Forward: Mental Health and the U.S. Pandemic Response

Implementation of Dialectical Behavioral Therapy for Adolescents (DBT-A) Skills Group in High Schools for At-Risk Youth: Going 4 Goals Protocol

The School Climate and Academic Mindset Inventory (SCAMI): Confirmatory Factor Analysis and Invariance Across Demographic Groups

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