Interdisciplinary Collaboration Supporting Social-Emotional Learning in Rural School Systems

Meyers, Adena B.; Tobin, Renée M.; Huber, Brenda J.; Conway, Dawn E.; Shelvin, Kristal H.

doi:10.1080/10474412.2014.929956

Cited by 20 publications

(10 citation statements)

References 9 publications

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“…Many of the reviewed studies refer to particular SEL programs for students, including the CARE program (Emerson et al 2017;Jennings et al 2011Jennings et al , 2014Jennings et al , 2017Schussler et al 2016 (Kress et al 2004). Many of those are programs specifically using the CASEL-framework and some additional studies refer to this framework at an overall level (Martinez 2016;Meyers, Tobin, and Huber 2015). Specific CASEL programs are also mentioned when discussing implementation.…”

Section: Theme 1: Sel Intercultural Competency and Intercultural Senmentioning

confidence: 99%

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Nielsen

Laursen

Réol

et al. 2019

European Journal of Teacher Education

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Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be`in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies.

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Section: Theme 1: Sel Intercultural Competency and Intercultural Senmentioning

confidence: 99%

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Nielsen

Laursen

Réol

et al. 2019

European Journal of Teacher Education

View full text Add to dashboard Cite

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“…SSP and educators can collaborate in obtaining the requisite "buy-in" from key stakeholders, such as teachers and parents, to promote the integration of a social-emotional focus into rural schools. Further, researchers have established that interventions must be acceptable (i.e., viewed as fair, reasonable, appropriate, and consistent with stakeholders' expectations) to be implemented; therefore, SSP can assist in selecting and modifying a social-emotional learning program that fits the local context (Huddleston, 2013;Meyers, Tobin, Huber, Conway, & Shelvin, 2015). SSP may interview various stakeholders to identify specific problems that need to be addressed and to adapt to fit the needs of the school and larger community (Meyers et al, 2015).…”

Section: Multi-tiered Systems Of Supportmentioning

confidence: 99%

“…Research shows that this intervention is effective in improving social-emotional skills and reducing disruptive behavior in elementary students (Low, Cook, Smolkowski, & Buntain-Ricklefs, 2015). Furthermore, although SSP sometimes deliver the social-emotional learning curricula themselves, given the time constraints they often face working in rural schools, SSP can serve as trainers and consultants for educators to facilitate the implementation of a socialemotional curriculum in their own classrooms (Meyers et al, 2015). SSP can train educators to deliver the intervention as intended and can provide additional support by checking in with educators (Sanetti & Collier-Meek, 2015).…”

Section: Multi-tiered Systems Of Supportmentioning

confidence: 99%

Collaboration to Support Rural Student Social-Emotional Needs

Nichols¹,

Goforth²,

Sacra³

et al. 2018

tre

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There is a growing emphasis in U.S. schools to focus on the social-emotional issues of rural students. Specifically, the effect of mental health issues on school success underscores the importance of collaboration between, and among, educators and specialized support personnel (SSP; e.g., school counselors). In rural areas, school counselors and school psychologists are positioned to assist students and their families to provide support within and surrounding the school environment. The purpose of this paper is to: (1) discuss students’ social-emotional needs and SSP-educator collaboration in the context of rural schools, and (2) to discuss promising and best practices in collaboration to address students’ social-emotional well-being.

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“…Not only could SEL enhance students’ overall health and development, social-emotional learning can also have a positive impact on school climate and atmosphere. SEL has been found to improve student engagement while at school and reduce high-risk behaviors (Meyers et al, 2015 ; Yang et al, 2018 ).…”

Section: Current Approaches To Selmentioning

confidence: 99%

Implementing Social-Emotional Learning in the Elementary Classroom

Kaspar¹,

Massey

2022

Early Childhood Educ J

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Social-emotional learning has the power to change how educators deliver instruction across the country. For this article, social-emotional learning research and journal articles were reviewed for the purposes of identifying common themes among existing research. Multiple perspectives were considered in the review of literature and the findings were used to identify potential issues and create overall recommendations. The first author provides an example of an implementation case at her elementary school. The recommendations from this case are provided for school leaders to consider when implementing social-emotional learning in their elementary school buildings. A step-by-step action plan is laid out for school leaders to use as a guide for this process, based on the first author’s case, while taking possible issues into consideration.

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Interdisciplinary Collaboration Supporting Social-Emotional Learning in Rural School Systems

Cited by 20 publications

References 9 publications

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff

Collaboration to Support Rural Student Social-Emotional Needs

Implementing Social-Emotional Learning in the Elementary Classroom

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