The social and emotional foundations of learning

Gotlieb, Rebecca; Hickey-Moody, Anna; Güroğlu, Berna; Burnard, Pamela; Horn, Christine; Willcox, Marissa; Saadatmand, Mohsen; Linzarini, Adriano; Vandenbroucke, Annelinde R. E.; Albanese, Dale L.; Beyley, Annouchka; Blaise, Mindy; Blanchet, Patricia-Anne; Campos, Anna Lucia; Cavioni, Valeria; Cefai, Carmel; Collie, Rebecca J.; Dumontheil, Iroise; Emery, Hilary F.; Fuligni, Andrew J.; Glăveanu, Vlad Petre; Gibson, Jenny; Glozah, Franklin N.; Kuo, Hsu-Chan; Lagi, Rosiana; Lammes, Sybille; Macfarlane, Angus; Martinsone, Baiba; McLellan, Ros; Pekrun, Reinhard; Πούλου, Μαρία; Rey, Jo Anne; Rieffe, Carolien; Rodríguez, Vanessa; Palacios-Rojas, Natalia; Rossenbaum, Gail; Sinha, Pallawi; Wu, Jing-Jyi; Zhou, Jiaxian

doi:10.56383/yrhy1735

Cited by 3 publications

(3 citation statements)

References 188 publications

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“…Adolescence is a period of tremendous cognitive, identity, and social-emotional development (Gotlieb et al, 2022a; Gotlieb, Hickey-Mood et al, 2022; Steinberg, 2014). Literacy skill can improve as a function of this development and can facilitate other domains of psychological growth.…”

Section: Learning 5: a Human Developmental Perspective On Literacymentioning

confidence: 99%

Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth

Gotlieb

Immordino‐Yang

Gonzalez

et al. 2022

Literacy Research: Theory, Method, and Practice

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Current conversations in literacy research call for the need to consider children’s social-emotional development and academic learning in an integrated way that honors and supports the whole child in their cultural context. Here we review available literatures on the cognitive, linguistic, affective, social and cultural dimensions of typical and atypical reading acquisition and what is known of their neural correlates. From this review, and in consultation with neuro- and psychological scientists and expert educators working in a range of contexts, we derive a series of interdisciplinary Learnings. These describe what is known about how diverse children grow into readers and how literacy development can be optimally supported in school, home and community contexts across the first decades of life. The Learnings together provide a critical cross-disciplinary synthesis of how literacy and social-emotional development are coordinated, individually variable, dynamic and sensitive to contextual influences. They reveal how evidence-based, culturally inclusive, socially attentive and developmentally appropriate instruction is an essential piece of helping every child organize their brain and mind for literacy. Such comprehensive instruction is necessary to address inequities in general and special education, and to help children become fully literate—a designation that goes beyond simply decoding and comprehending text. Impacts of digital technology, and other timely issues and open questions, are also discussed.

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Section: Learning 5: a Human Developmental Perspective On Literacymentioning

confidence: 99%

Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth

Gotlieb

Immordino‐Yang

Gonzalez

et al. 2022

Literacy Research: Theory, Method, and Practice

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“…Consequently, teachers’ occupational health, well-being, and performance are negatively impacted ( Maslach and Leiter, 2016 ). Moreover, due to the co-regulative nature of classrooms, teacher burnout also indirectly compromises students’ well-being and academic achievement ( Jennings and Greenberg, 2009 ; Durlak et al, 2015 ; Gotlieb et al, 2022 ). In this scenario, to develop practices and interventions aimed at promoting teachers’ occupational health and well-being gains especial relevance ( Granziera et al, 2021 ; Gotlieb et al, 2022 ).…”

Section: Introductionmentioning

confidence: 99%

“…Particularly, as regards teacher burnout prevention, SEL interventions appear to be especially effective in promoting teachers’ personal accomplishment, when targeting (pre-)kindergarten and elementary-school teachers ( Oliveira et al, 2021b ). In a scenario resulting from the SARS-CoV-2 pandemic outbreak, where teachers’ social and emotional job demands (e.g., work-life balance, time management, workload, interpersonal relationships/conflict, emotional regulation; Sokal et al, 2020 ) were exacerbated to an unprecedented extent, SEL interventions for teachers are even more necessary ( Gotlieb et al, 2022 ), particularly for elementary-school teachers ( Alves et al, 2021 ).…”

Section: Introductionmentioning

confidence: 99%

Effects of the A+ intervention on elementary-school teachers’ social and emotional competence and occupational health

Oliveira

Roberto²,

Simão³

et al. 2022

Front. Psychol.

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Teaching is, to date, one of the most prone jobs to experiencing occupational stress and burnout. Owing to burnout’s negative personal, social, organizational and economic impacts, researchers, practitioners and education policy leaders are interested in developing practices and interventions aimed at preventing/reducing its prevalence. With teachers’ main professional demands to be of a social and emotional nature, interventions designed with a view to promote teachers’ social and emotional competence appears to be particularly promising, positively impacting teachers’ well-being and personal accomplishment and contributing to a decrease in their psychological distress, namely emotional exhaustion. However, theoretical and empirically grounded interventions with ecological validity and specifically targeting teachers are still scarce. Thus, to bridge the previously identified gaps, the present study aimed to evaluate the efficacy and the quality of the intervention’s implementation of the A+, an online social and emotional learning intervention for elementary-school teachers. A quasi-experimental study was conducted with a total of 81 participants (96.3% female, MAge = 46.21, SDAge = 4.82, n = 42 assigned to the experimental group) from three different school contexts. School clusters were similar in size, organizational structure and socioeconomic level, and as regards previous attendance at social and emotional learning interventions; however, they differed with regards to perceived organizational climate. Data on the efficacy of the A+ was collected across four waves using a set of self-report questionnaires that assessed proximal variables (i.e., social and emotional skills) and distal variables (e.g., well-being, burnout symptoms), and analyzed through Robust Linear Mixed-Effects Models. Coefficient omegas suggested adequate reliability of the measures. Additionally, two trained observers completed an observation grid to evaluate the quality of the A+ implementation (e.g., participant responsiveness, fidelity), with excellent inter-rater reliability. Results suggested that, over time, the A+ had positive impacts across proximal (e.g., increased self-regulation, positive relationship, conflict management skills) and distal variables (e.g., increased emotional well-being, decreased occupational stress and emotional exhaustion symptoms) favoring the experimental group. However, results differed across the school contexts. These findings were accompanied by good implementation quality indicators, namely high fidelity in the delivery of the A+ contents and high participants’ responsiveness. Despite its limitations, this study contributes to a growing body of research which reinforces the importance of investing in social and emotional learning interventions to prevent teachers’ burnout and improve their occupational health. Furthermore, it highlights the importance of implementation quality research as a component of program planning with a view to enhancing programs’ efficacy, as well as the need to adapt and consider context variables in research and practice.

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Understanding the Dynamics of the Developing Adolescent Brain Through Team Science

Zanolie

Bos

et al. 2022

Front. Integr. Neurosci.

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One of the major goals for research on adolescent development is to identify the optimal conditions for adolescents to grow up in a complex social world and to understand individual differences in these trajectories. Based on influential theoretical and empirical work in this field, achieving this goal requires a detailed understanding of the social context in which neural and behavioral development takes place, along with longitudinal measurements at multiple levels (e.g., genetic, hormonal, neural, behavioral). In this perspectives article, we highlight the promising role of team science in achieving this goal. To illustrate our point, we describe meso (peer relations) and micro (social learning) approaches to understand social development in adolescence as crucial aspects of adolescent mental health. Finally, we provide an overview of how our team has extended our collaborations beyond scientific partners to multiple societal partners for the purpose of informing and including policymakers, education and health professionals, as well as adolescents themselves when conducting and communicating research.

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The social and emotional foundations of learning

Cited by 3 publications

References 188 publications

Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth

Becoming Literate: Educational Implications of Coordinated Neuropsychological Development of Reading and Social-Emotional Functioning Among Diverse Youth

Effects of the A+ intervention on elementary-school teachers’ social and emotional competence and occupational health

Understanding the Dynamics of the Developing Adolescent Brain Through Team Science

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