Relationships and School Success: From a Social-Emotional Learning Perspective

Abstract

There is an increased body of research indicating the importance of social-emotional learning (SEL) in schools. SEL is the processes of acquiring the skills to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. It is promoted through both direct instruction and the establishment of safe, caring, and supportive learning environments in which all students feel valued, respected, and connected. In support of such arguments are studies linking SEL to a number of positive students' outcomes, including better academic achievement, social behavior, and emotional wellbeing. This chapter addresses how SEL, especially relationships as a critical component of SEL, contributes to school success and mental health especially among youth, with research evidence. Further, on the basis that we often do not feel efficacious in fostering SEL due to inadequate training and information, this chapter provides evidence-based practices to support healthy relationships and learning environments.

Condiciones comunicativas para aprender, ¿qué dicen los estudiantes?

“…El diseño de investigación reportado en este artículo propone un acercamiento y acceso específico hacia dichas voces, que, adicionalmente, proporcionó llamativos resultados. Uno de ellos es la cercanía de las conclusiones relevadas en el discurso de los niños participantes con las aportadas por la investigación internacional en torno a temas como la importancia del cuidado de las relaciones socioemocionales y comunicacionales, como base para que el aprendizaje pueda llevarse a cabo (Durlak et al, 2011;Elias, 2006;Konishi & Wong, 2018). Todos estos aspectos son considerados parte del marco teórico que configura el concepto de "condiciones comunicativas para el aprendizaje" (Medina et al, 2016), las cuales a su vez fueron explícitamente reconocidas por los estudiantes en términos de habilidades comunicativas y pedagógicas, como explicar con claridad, profundizar y dar oportunidades diversas ("de distintas maneras").…”

The Mediating Role of Perceived Instructor’s Emotional Support to Students’ Academic Resiliency and School Engagement

“…Generally, these dimensions are crucial in promoting students' learning motivation and engagement (Ruzek et al, 2016). Based on previous reports, positive school adjustments and high-performing students account for instructors who provide adequate emotional support more than their counterparts (Domitrovich et al, 2017;Frenzel et al, 2021;Konishi & Wong, 2018). In addition, previous studies have also displayed that academically resilient students who perceived a higher level of emotional support from their instructors relate to a positive learning atmosphere than those who are less resilient (Cassidy, 2015;Yilmaz Findik, 2016).…”

COVID-19 school closures and social isolation in children and youth: prioritizing relationships in education

“…Toward this aim, bullying problems must be addressed "through systemic changes at all levels within the education system and with proactive efforts to ensure that all students are safe and able to learn" (Vaillancourt et al 2021c). Safe learning environments are ones in which children and youth feel valued, respected, and connected (Konishi and Wong 2018). Safe learning environments also attend to the needs of the adults; after all, the working conditions of educators are the learning conditions of children and youth (NASEM 2021;Westheimer and Schira Hagerman 2021).…”