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Social and Emotional Learning Research Practice and Policy is a peer-reviewed journal published by Elsevier, covering Early Childhood Education and Development, Child and Adolescent Psychosocial and Emotional Development, Youth Development and Social Support.
| Publisher | Elsevier |
|---|---|
| Reference style | Numbered (Elsevier) Numbered — [1], [2] in the text [1] A. Smith, B. Jones, C. Lee, A representative article title, Social and Emotional Learning Research Practice and Policy 12 (2023) 45–58.
Formats any DOI in Social and Emotional Learning Research Practice and Policy style. No sign-up. |
| Publishes research in | Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development Youth Development and Social Support Teacher Education and Leadership Studies Educational and Psychological Assessments |
| ISSN | 2773-2339 |
| Citation impact (2-yr) | 2.9 |
| h-index | 13 |
| i10-index | 19 |
| Total citations | 734 |
| Open access | Yes |
| Top institutions publishing here | University of Virginia |
| You get | A submission-ready PDF and the editable LaTeX source — ready to submit. |
Citations each year’s papers have accumulated so far — the most recent years are still building up.
For social and emotional learning (SEL) to be most effective, students must consistently access social and emotional knowledge and apply SEL skills across time and context. This article presents the Framework for the Pedagogies of SEL, which aims to theoretically articulate how teachers can support effective student SEL. We present an overview of how students…
Understanding the effectiveness of universal school-based SEL interventions for minoritized students in K-12 settings is an area of critical inquiry. In this paper, we draw on the evidence compiled from a recent systematic review and meta-analysis of thirteen years of universal school-based (USB) social and emotional learning (SEL) interventions for students in K-12 settings. Results…
In recent decades, social and emotional learning (SEL) has become widespread in classrooms across the United States and around the globe, as an ever-growing body of research links the development of social emotional skills to positive outcomes in school, work, and life. In practice, SEL in schools has also encountered challenges related to definition, implementation,…
Previous evidence suggests that empathy is important for promoting positive youth development, and there is growing advocacy for the inclusion of empathy education within the school system. However, knowledge about the efficacy of empathy-based social and emotional learning (SEL) programmes in post-primary school settings is limited. The current research aims to evaluate the effectiveness of…
Although nearly half of U.S. students have experienced a potentially traumatic event (Bethell et al., 2017), educators are not routinely trained in trauma or trauma-informed practices (Hobbs et al., 2019; Koslouski & Stark, 2021; National Council of State Education Associations, 2019). Yet, trauma can have profound negative impacts on students’ social, emotional, and behavioral needs.…
