social emotional learning presentation for teachers

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Social Emotional Learning for Teachers: An Introduction

Your ability to manage stress and to take care of your own social-emotional health influences your ability to model appropriate emotional expression, to build and maintain effective interpersonal relationships, and to support productive social skills for children. This course introduces the concept of resilience and offers strategies you can use to promote and sustain your emotional and physical health. As you move through the course, identify strategies that work well for you and try others that have the potential to be a good fit. Like most things in life, regular practice will equip you with helpful skills for growth.

• Reflect on challenges that affect your work as an early-childhood teacher or caregiver.
• Understand the links between stress and physical health and emotional wellness.
• Define resilience and identify its importance in promoting health and well-being.
• Discuss the brain’s role in managing stress and fostering resilience.

Take a moment to think about your work with young children and youth. What are some of the emotions that you feel? Do you feel energized and resourceful, or maybe frustrated and overwhelmed by some of what you face? 

Teaching and caring for young children is important work. Teachers shape the tone of the classroom, model kindness and problem solving, and help children learn to manage emotions and gain the social skills needed to form healthy relationships.

Teaching and caring for young children is also emotionally demanding work. Classrooms provide opportunities for joy and laughter, but they also involve responding to children’s negative emotions, managing relationships between children and with parents, and dealing with the need to be constantly “on” and vigilant when it comes to children’s safety and learning. Many early-childhood teachers report feeling stressed, and some report feelings of depression.

It is not surprising that researchers find that, beyond education and professional development training, there is a link between teachers’ social-emotional well-being and the development of children in their care. Researchers also have found links between teachers’ coping strategies—how they manage stress—and job burnout.

Thus, as a teacher and caregiver, you have two powerful reasons for taking care of yourself: It makes a difference to your own physical and mental well-being, and it makes a difference for the children in your classroom.

One way to think about strategies for attending to your social-emotional health is to divide these strategies into two categories: practices that are preventive and those that are helpful in situations that are more acute. Much like the daily brushing and flossing of our teeth and what we do when we crack a tooth, both are important to our health.

The Social Emotional Learning for Teachers course is designed to equip you with both types of strategies as well as an understanding of how stress, and the coping strategies you use to deal with stress, affect your social-emotional and physical well-being. 

The Nature of Stress

Stress is defined as a physical or emotional factor that causes bodily or mental tension. It is a normal part of human life—a little stress keeps us from being bored and checked out. But too much stress in a short amount of time or stress that is constant or chronic has a negative impact on our physical and mental health. In care and education settings, stress can affect how we interact with children and families, how we treat our colleagues, and how much satisfaction and commitment we feel when it comes to our work.

When we experience stress, our body reacts as a whole—both mentally and physically. And it makes no difference if the source is personal or professional, as both are intertwined and mutually influential. Stress is accompanied by changes in our physiology and our behavior.  Stressors , those things which cause this response, may be experienced differently by each person. Think about giving a speech at a community meeting. You might be comfortable in front of a crowd and welcome the opportunity to share your thoughts about a particular issue, or you may be someone who experiences a near panic attack at the very thought of speaking in front of a group. This individual variation in responding to the event highlights two very important aspects of stress. First, its meaning is unique to the person experiencing it, and this interpretation drives a particular response. Second, the thought alone of a stressful event can be enough to trigger a stress response. Anticipating a difficult conversation with an angry parent or some worrisome personal circumstance can bring about a wide range of reactions.

Stress and Health

“The diseases that plague us now are ones of slow accumulation of damage—heart disease, cancer, cerebrovascular disorders. … We have come to recognize the vastly complex intertwining of our biology and our emotions, the endless ways in which our personalities, feelings, and thoughts both reflect and influence the events in our bodies…extreme emotional disturbances can adversely affect us…stress can make us sick.” —Robert M. Sapolsky, 2004

From an evolutionary perspective, stress provides us an advantage that can be traced back to our ancient ancestors when life in a cave came with lots of threats. We evolved so that when faced with immediate danger, the brain prepares a reaction: muscles are primed, attention is diverted away from distractions and narrowed toward the source of danger, and all our systems are steeled for the fight or flight response. Mission critical—survive the threat!

In our modern world, survival has moved beyond overcoming the physical threats of our ancestors. Psychological stressors common across workplace settings (e.g., managing difficult behaviors in the classroom) and home life (e.g., arguments with romantic partners or children) confront us daily and challenge our ability to remain relaxed and focused on day-to-day tasks, and our brain responds to the perceived “threats” as if our lives depend on surviving them.

Although evolution has positioned us to react to danger, both physical and psychological, with a sophisticated set of bodily reactions, this state of readiness is not without consequence. Continued engagement in the “stress struggle” depletes physiological resources of the body and may lead to physical and mental health issues and accelerated aging. On the physical side, stress has been linked to lowered immune system functioning, cardiovascular diseases, respiratory problems, problems with weight control, sleep dysfunction, gastrointestinal disorders, and chronic muscle tension. Psychologically, stress is linked to mental health concerns such as anxiety and depression. Furthermore, stress affects perception, cognitive processing, role functioning, morale, job satisfaction, and performance. Stress affects your body, mood, and behavior and, therefore, it affects those around you as well.

Typical Reactions in Response to Ongoing Stress

Physical domain: body.

• Muscle Tension/Pain
• Change in Sex Drive
• Stomach Disturbance
• Sleep Problems
• Jaw Clenching

Emotional Domain: Mood

• Restlessness
• Lack of Motivation
• Feeling Overwhelmed
• Irritability or Anger
• Sadness or Depression
• Attention/Concentration Difficulties
• Feeling Out of Control
• Feeling Incompetent

Behavioral Domain: Behavior

• Overeating or Undereating
• Angry Outbursts
• Drug or Alcohol Use
• Tobacco Use
• Social Withdrawal
• Exercising Less Frequently
• Avoidance of Stressor
• Absenteeism
• Lack of Punctuality

Stress and the Brain

Neuroscientific research has identified the various ways the brain directs our bodily responses, how the brain responds to the environment, and how it is shaped by it (neuroplasticity). This information has helped us understand the brain’s role in both conscious and nonconscious processes involved in behavior.

The brain works as the master organ that controls bodily functions and behaviors through a complex system of electrochemical signals distributed throughout the body via the various parts of the nervous system. In a sense, it is the air-traffic controller of our behavior.

One part of the nervous system, the autonomic nervous system, has two parts: the sympathetic nervous system and the parasympathetic system. These two systems are complementary and work in opposition to keep the body functioning and to preserve life. Your sympathetic nervous system is activated by perceived threats in the environment (your brain interprets events as threatening or nonthreatening) and through a series of messages that call into play the “fight, flight, or freeze” response. When you experience fear, this system shuts down functions that are not necessary so the body systems can be engaged for defense. Typical sympathetic nervous system reactions include increased blood flow to muscles, increased heart rate, sweating, and pupil constriction. Bodily functions such as digestion are temporarily stopped as they are not needed for survival at that moment. The goal of the sympathetic nervous system is to protect your life from some immediate threat. It is a system that is designed for strategic short-term engagement and has been perfected through evolution.

The parasympathetic system is often referred to as the “rest and digest” portion of the autonomic nervous system. Once the immediate threat is removed, the sympathetic system functions slowly fade into the background and the parasympathetic system takes over. The body returns to a calm state and restarts the functions that rebuild physical health and wellness. Functions return, such as digestion, muscle repair, and cognitive processes, including creative thinking and problem solving. The body is free from stress and is able to relax.

The autonomic nervous system is an elegant, evolutionary design that has been perfected to maximize survival. Both humans and other mammals have this instinctive brain-initiated response, which occurs outside of consciousness. Humans and other mammals respond to physical threats in the immediate environment and are equipped to evade or fight-off a threat and eventually return to a pre-stressed state within minutes. Human brains are far more sophisticated than those of other mammals, and we are able to use the power of thought and reason to identify a stressor, evaluate its level of threat, and determine how we should respond. Changing your mind changes your biochemistry, your physical and emotional feelings, and possibly, your behavior. How we view a situation matters.

With higher brain power comes the ability not only to consider immediate threat events but also to consider those in the past and the potential for threat events in the future. Whether the threat is real or imagined, psychological or physical, in the present, past or future, our stress response may be the same. And it may start automatically without our conscious recognition of it.

Prolonged stressors lead to a prolonged stress response; in turn, the physiological stress response may be activated repeatedly or the system may fail to turn off the unnecessary reactions. In this way, humans overuse a system that was designed for short-term use. Scientists now believe that an individual’s personal vulnerability to heightened or prolonged stress reactions may be related to how one views external events. Research supports the notion that variability among people in perception of experiences as stressful is linked to the way individuals view the thing, event, or threat. One’s view of the world and events in it influences physiological responses. Through the use of resilience strategies, we are in a stronger position to identify stressors and diminish their impact on our daily functioning.

Stress and Teachers, Caregivers

Teachers and caregivers working with young children often report a common set of stressors, and researchers have linked teacher stress to their behavior in the classroom. You may be facing some of those stressors that others often experience, or you may be experiencing stressors that are unique to your circumstances. This course will guide you through how to recognize, identify, and deal with stressors that you are experiencing. Some common sources of stress are:

• Personal life challenges
• Working conditions, such as pay, promotion opportunities, and facilities
• Relationships with administrators, co-workers, families, and children
• Children’s challenging behaviors
• A lack of autonomy, control, and motivation
• A lack of stress-reduction resources and strategies

What is Resilience?

Resilience is often thought of as the ability to bounce back from adversity and to overcome obstacles in moving toward one’s goals. Within the world of teaching and caregiving, resilience is a personal quality that allows one to remain committed to teaching despite ongoing challenges in the workplace. It is a sense of personal control and the abilities to commit to learning outcomes and to manage our emotions and behaviors.

Teachers’ and caregivers’ resilience also includes the ability to manage the uncertainties that present themselves in the course of teaching and to maintain social-emotional balance in the classroom and beyond. Building and maintaining this resilience involves several principles. First, resilience is composed of many strategies that can be learned, and what strategies work is uniquely personal—not all strategies work for all people. Second, resilience waxes and wanes across the life span and across careers, making it important to build a personal collection of strategies that can be used during times that are particularly challenging. Third, culture influences the choice of appropriate strategies within various contexts —another reason for a broad collection of strategies. Fourth, resilience strategies support social-emotional learning in teachers and caregivers and in students. Finally, recent research finds that job-related stress in teachers is related to stress reactions among students in the classroom, which suggests a “contagion” effect. Thus, modeling personal resilience may reduce the likelihood of stress-related behaviors being mimicked and increase the likelihood of resilient behaviors being adopted through a modeling effect.

Watch this brief video for a better understanding of why stress affects you.

Stress Response: Savior to Killer

Stanford University

Body-Mind Review Exercise

As you begin to work on managing your stress, it is helpful to have a baseline of stress-related symptoms that you experience. The frequency with which you experience symptoms is related directly to your ability to use resilience strategies and positive coping methods when needed. While it is impossible to control all stressful events and circumstances that face you, it is possible to identify how you react and under what circumstances those reactions occur. This review takes the first step of identifying how you are responding to typical stressors in your life and the different ways in which your body or mind is coping with those challenges. Keep in mind that each person’s response to stress is unique and may vary over time. The exercise here is designed to capture a snapshot of your functioning within the last month.

Review the statements below and reflect on whether each statement is accurate regarding your experience of stress in either your personal or professional world within the last month . You may not necessarily connect the following experiences with stress or with particular events, but recognizing that you experience them is the first step in managing their impact on your wellness and vitality.

Within the last month,

• I experienced tension in my head, shoulders or other body part.
• I felt tired most of the time.
• I often felt as if I hadn’t slept well.
• I experienced some problems related to eating.
• I felt tense and wound up.
• I noticed that I don’t seem to enjoy things as I used to.
• My self-care suffered because of other responsibilities.
• I noticed that my attitude is not as positive as it once was.
• It seemed to take me longer to complete even easy tasks.
• I wondered if I am competent in my role.
• I felt there was not enough time in the day to complete all the tasks on my “to-do” list.
• I relied on alcohol or other drugs such as aspirin to relieve tension.
• I observed that I was short-tempered or expressed frustration.
• I noted that my eating habits had changed.
• I attempted to avoid any stress-related issues or situations.
• I wanted to be left alone.

Having identified the ways in which you typically respond to stressors, keep these in mind as you move through the various activities of this course. Work to implement strategies when you notice that tension headache or feel tense when you face challenging behavior in the classroom. While no one can live a stress-free life (and as you learned, that would not be very adaptive), we can minimize the impact of stressors that are essentially psychological in nature and disruptive to positive functioning and self-enjoyment.

Completing this Course

For more information on what to expect in this course, and a list of the accompanying Learn, Explore, and Apply resources and activities offered throughout the lessons, visit the Focused Topics Social Emotional Learning for Teachers  Course Guide .

Please note the References & Resources section at the end of each lesson outlines reference sources and resources to find additional information on the topics covered. As you complete lessons, you are not expected to review all the online references available. However, you are welcome to explore the resources further if you have interest, or at the request of your trainer, coach, or administrator.

How do you define stress? What are your views about your own abilities to manage stress? Download the  Thinking About Stress  handout. Take a few minutes to read and respond to these questions. Then, discuss your responses with a supportive colleague, friend, or family member.

Thinking About Stress

A great deal of research suggests the importance of managing stress and building resilience. Here you can find a resource from the National Institute of Mental Health. Use this as a resource to learn more about the importance of recognizing and managing stress.

5 Things You Should Know About STRESS

Demonstrate.

Friedman-Krauss, A. H., Raver, C. C., Morris, P. A., & Jones, S. M. (2014). The Role of Classroom-Level Child Behavior Problems in Predicting Preschool Teacher Stress and Classroom Emotional Climate.  Early Education and Development ,  25 (4), 530-552.

Hall-Kenyon, K. M., Bullough Jr., R. V., MacKay, K. L., & Marshall, E. E. (2014). Preschool Teacher Well-Being: A review of the literature. Early Childhood Education Journal, 42 (3), 153-162. doi:10.1007/s10643-013-0595-4

Huebner C.R. (2019). Health and Mental Health Needs of Children in US Military Families. AAP Section on Uniformed Services, AAP Committee on Psychosocial Aspects Of Child And Family Health. Pediatrics. 143(1). Retrieved from http://pediatrics.aappublications.org/content/pediatrics/143/1/e20183258.full.pdf  

Jennings, P. A., & Greenberg, M. T. (2009). The Prosocial Classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79 (1), 491-525. doi:10.3102/0034654308325693

Sapolsky, R.M. (2004). Social Status and Health in Humans and Other Animals. Annual Review of Anthropology, 33 , 393-418. doi:10.1146/annurev.anthro.33.070203.144000

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SEL for Educators Toolkit

What is sel for educators.

Social-emotional learning (SEL) shares some similarities with terms such as emotional intelligence, resilience, well-being and self-care. However, the specific components of SEL for adults in school settings are unique.

Educator SEL is:

• The competencies that adults need in order to manage stress and create a safe and supportive classroom environment
• The skills and mindsets that adults need to effectively embody, teach, model and coach SEL for students
• The overall well-being and emotional state of adults in school settings

Why Download the SEL for Educators Toolkit?

This toolkit can be used in Professional Learning Communities (PLCs), staff meetings, professional development,  training sessions, or for individual learning, reflection, and practice.

For the purposes of this resource, educator refers to any adult in a school setting who interacts with students. This can include, but is not limited to, classroom teachers, paraprofessionals, principals, deans, instructional coaches, specialists, special education teachers, and coaches. Although this resource can be used by individuals, we encourage collaboration as a way to understand the content, engage in practice, and to expand perspective by processing in community.

The toolkit focuses on the following objectives:

• Educators will reflect on the importance and impact of their own social-emotional learning.
• Educators will learn Five High-Leverage Practices to support their own social-emotional development and well-being.
• Using embedded activities, educators will deepen their understanding and strengthen their skills related to the Five High-Leverage Practices.

The toolkit is designed to be flexible and adaptable; educators can review and use the tools in their entirety, or select one or more focus areas. Due to the wealth of resources focused on system-level support, this toolkit focuses on what educators can do to support their individual growth.

Below, you can download TransformEd’s SEL for Educators Toolkit for educators and school leaders focusing on the social-emotional development and well-being of the adults in school settings.

The Toolkit contains the following resources:

• The Professional Learning Presentation is divided into three sections: The What: Defining Educator SEL, The Why: Supporting Evidence, and The How: High-Leverage Practice . It is designed to provide both content and opportunities for engagement and practice.
• The Companion Guide presents additional details about the interactive components outlined in the presentation, as well as suggestions for pacing, facilitation, application, and further learning.
• The Snapshot summarizes the Five High-Leverage Practices and their corresponding strategies in a simple and accessible handout.
• The Reference List provides a comprehensive list of the resources consulted during the development of this tool for those who would like to dig deeper into the research on this topic.

Mini Modules

We will be releasing six mini modules to introduce our SEL for Educators Toolkit. This toolkit is extensive, therefore each module aims to synthesize the material and walk you through it using the following breakdown:

Module 1 – An Overview: The What, The Why, & The How

Module 2 – Examine Identity

Module 3 – Explore Emotions

Module 4 – Cultivate Compassionate Curiosity

Module 5 – Orient Towards Optimism

Module 6 – Establish Balance & Boundaries

Mini Module #1

Mini Module #2

Mini Module #3

Mini Module #4

Mini Module #5

Mini Module #6

“We must resist thinking in siloed terms when it comes to social-emotional learning (SEL), academics, and equity. Rather, these elements of our work as educators and partners go hand in hand.”

HEAD & HEART, TransformEd & ANet

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© Copyright 2020 Transforming Education. All content is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License .

Transforming Education is a registered 501(c)3 based in Boston, Massachusetts

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SEL 101 Sample Introductory Presentation

This presentation can be adapted and used to introduce SEL to staff, families, and community partners. It gives an overview of what is SEL, why it’s important, and the process for schoolwide SEL. Talking points and activity instructions are provided in the notes section.

How to Apply Social-Emotional Learning Activities in Education

Now in the classroom, you face the challenge of implementing social-emotional learning (SEL) to help children build the social-emotional skills needed to be “ready to learn.”

But how can you embed SEL skill building into existing classroom routines and lesson plans with efficiency? How do you know if your efforts are working? How do you make adjustments?

We all want to support student learning from a position of safety, responsiveness, inclusion, and connectedness. Strong social-emotional skills, including our own, provide the foundation.

In this article, we will navigate through the skills that we as teachers need, social-emotional learning activities that can make a difference, and assessments that can show if we are on track.

Before you continue, we thought you might like to download our three Emotional Intelligence Exercises for free . These science-based exercises will enhance your ability to understand and work with your emotions and give you the tools to foster the emotional intelligence of your clients, students, or employees.

This Article Contains

• 3 Interventions & Skills for Teachers in the Classroom

8 SEL Activities, Worksheets, and Games for Kids

5 online games and sel activities for virtual classes.

• Best Assessments: 3 Questionnaires & Questions for Students

Building an SEL Curriculum and Lesson Plans: 3 Tools

Ideas for social emotional learning activities for adults, resources from positivepsychology.com, a take-home message, frequently asked questions, 3 interventions & skills for teachers in the classroom.

For a refresher on SEL theory, the five core competencies of social emotional learning, examples of evidence-based SEL curricula, and training and certification opportunities, check out our article What Is Social-Emotional Learning? + Training Courses by educator Dr. Tiffany Sauber Millacci.

In your classroom, you are the driver of SEL. This is true whether you are implementing an SEL program selected by your state or school district, or independently integrating SEL into your lesson plans.

The Social, Emotional, and Ethical (SEE) Learning (2019) framework encourages teachers to approach learning experiences with a three-role mindset. You are a facilitator, you are a model for students, and you are also a learner.

1. Build your own social-emotional competence

Your interactions with students are one of the most powerful contexts in which SEL skills develop. Use the strength of your own social-emotional competence to create an emotionally healthy classroom for students.

Start by reflecting on your own SEL skills. Identify your strengths and challenges with this Personal Assessment and Reflection Tool developed by the Collaborative for Academic and Social Emotional Learning.

Complete the tool individually for self-reflection or with a group of colleagues to discover school-level patterns and attitudes that may influence interactions with students.

Brainstorm ways to model your strengths for students throughout the day. Analyze how your strengths can be leveraged to solve specific challenges in the classroom. Continually problem-solve your own self-care practices as you deepen relationships with students.

If you’d like to start out more gently, listen to this Audio-Guided Mindfulness Practice from Panorama designed specifically for educators focused on self-compassion and building relationship skills.

2. Build trauma-informed skills

Early childhood adversity in the form of poverty, racism, psychological maltreatment, parental depression and addiction, and exposure to violence can cause excessive activation of the stress system that interferes with learning (National Scientific Council on the Developing Child, 2020).

Schools and educators play a vital role in supporting children who face adversity, from identifying children in need who may otherwise be overlooked to creating healthy classroom environments where children feel connected and safe.

Extending trauma-informed practices into schools is part of a multi-tiered system of support for children (Chafouleas et al., 2016; Thomas et al., 2019). Intentionally building schools into trauma-sensitive and trauma-informed environments is one way to address the effects of adversity on learning and long-term health.

Trauma-informed training may also alleviate teacher burnout and stress associated with chronic behavior problems in the classroom. Teachers who received trauma-informed training alongside a mindfulness-based SEL program reported feeling more capable of meeting the demands of students who have experienced trauma and had more favorable attitudes about managing their own personal wellness in order to help their students (Kim et al., 2021).

Take a moment to watch this TED talk by educator Syndey Jenson as she describes the powerful role teachers play in the lives of their students and the secondary trauma teachers may experience.

Find actionable steps to support children experiencing trauma in the Trauma Toolkit for Educators available for download by the National Education Association. To build your trauma-informed skills, review these 11 trauma-informed practices used by educators .

Keep SAMSA’s Understanding Childhood Trauma handout readily available to recognize the signs of trauma in children of different ages and how to respond supportively to a child in the moment.

3. Build an SEL community of practice

Communities of practice (CoPs) are groups of people who share a common interest and choose to learn together on a regular basis as they pursue that interest (Merriam, 2017).

Connect with like-minded colleagues with a shared passion for using SEL in the classroom. Dedicate a set meeting time and set objectives. CoPs are rich resources for encouragement and team-oriented problem-solving about social-emotional learning activities that benefit the entire group.

As a start, download this CASEL playbook designed to support teams in building and sustaining powerful SEL-focused CoPs.

Download this CASEL Circle Discussion Guide to create a safe space for collaboration in initial team meetings.

To identify colleagues who share your interests or to ensure everyone in your CoP shares the same understanding of SEL, consider enrolling in the free Introduction to SEL course from CASEL.

What is the purpose of the activity? Is there a challenge in the classroom you would like to address by building SEL skills in your students?

Identify the specific SEL skills you want to target in order to meet your purpose. Operationalize them to communicate them to students and measure them. To get you started, this video describes the five key competencies common to SEL along with specific SEL skills you may choose to target.

Transparency

What do you want students to know about your purpose or about the SEL skills you are targeting?

Determine who is the focus of the activity. Student-to-student interaction, pairs, triads, teacher-to-student interaction, an independent activity, or a mix?

Based on the results of the PATT method, consider these SEL activities as potential starting points:

• Wish, outcome, obstacles, plan (WOOP) This method helps to build self-control in kids to achieve personal goals. Students specify a wish , identify and imagine the best outcome , identify potential obstacles , and form a plan . Watch the WOOP video introduction and download the educator facilitation guide, exercise templates, and social-emotional learning activities from Character Lab .
• Emotions and feelings games Use this crossword puzzle, pairing emotion words to their definitions. Also from Better Kids , use this word search to introduce new emotional words, followed by a circle-time discussion about different intensities of particular emotions.
• Emogometer In this embodied activity, children identify an emotion they are feeling, how big they are feeling the emotion, and demonstrate to others the emotion they are feeling. It is an ideal activity to start the day. Watch a video demonstration of the emogometer from Move This World .
• Flower worksheet Children identify people in their lives who support them and describe how they feel supported. Each petal of the flower represents a person in their support system. Learn more about the benefits to children of knowing who to count on, along with activity instructions and a downloadable flower worksheet from Better Kids .
• Community-building circle Circle discussions provide a physical setting and a structured process to improve communication and build community among students in the classroom. Step-by-step instructions for opening the circle, doing the work, and closing the circle along with sample scripts are provided by CASEL .
• Focusing on me and you Children engage in mindfulness practice, active listening , and perspective-taking exercises to learn to appreciate differences in others and build empathy. Educator instructions and presentation slides are available from Soar with Wings .
• Problem, options, outcomes, choices (POOCH) protocol The POOCH protocol is a method for walking through the steps of making tough decisions that require judgment, assessing risk, or may not have an answer that benefits everyone equally.
• Time to play Children explore responsible decision-making in the context of building a board game with others. Educator instructions and presentation slides are available for download from Soar with Wings .

As you select, facilitate, and adapt SEL activities to meet the needs of your students, use four characteristics of effective and evidence-based approaches to SEL that align with the acronym “SAFE” (Collaborative for Academic, Social, and Emotional Learning, n.d.).

• Sequenced Connect and coordinate multiple social-emotional learning activities to strengthen targeted skills.
• Active Keep learning active with physical movement, conversation, and learning materials.
• Focused Establish dedicated time and attention for developing social-emotional skills.
• Explicit Communicate to students the specific SEL skills you are teaching as you are teaching them.

Download 3 Free Emotional Intelligence Exercises (PDF)

These detailed, science-based exercises will help you or your clients understand and use emotions advantageously.

Download 3 Free Emotional Intelligence Tools Pack (PDF)

By filling out your name and email address below.

You can also teach SEL skills in virtual classes with online games and apps. Options range from simple SEL games played in small groups to interactive games with avatars and built-in SEL assessment tools for teachers.

1. How we feel

Track emotions throughout the day, find the words and feelings to describe emotions, and try strategies to help regulate emotions. This app was developed by researchers at the Yale University Center for Emotional Intelligence .

Available on iOS .

2. Wisdom: The World of Emotions

3. MyPeekaville

Available on Google Play .

4. Classcraft

Available on iOS and Google Play .

5. Virtual read-alouds

Use video call software for interactive class read-alouds . Pause to allow students to identify, imitate, and predict character emotions, propose solutions to social problems, and take different perspectives. Recommended SEL-focused books:

• The Dot : Self-awareness for pre-kindergarten to fourth grade
• Decibella and Her 6-inch Voice : Self-management for kindergarten to fifth grade
• All Are Welcome : Social awareness for pre-kindergarten to second grade
• Enemy Pie : Relationship skills for kindergarten to third grade
• The Empty Pot ; Responsible decision-making for kindergarten to third grade

Best Assessments: 3 Questionnaires & Questions for Students

The best student assessments are selected with purpose. To guide your selection, ask yourself:

• Is the assessment informational to track student progress?
• Is the assessment going to be used to communicate with parents, other teachers, or school administrators?
• Will the assessment be used to track accountability required of your school, district, or funding organization?

Ideally, an assessment should be selected before implementing the activity or intervention to ensure you are measuring the student skill or outcome you intend to improve.

1. Panorama Social-Emotional Learning Survey

Questions for students in grades 3–5 and 6–12 to assess:

• Competencies and skills (e.g., grit, growth mindset, self-regulation, self-efficacy)
• Student support and environment (e.g., sense of belonging, school safety, engagement)
• Student wellbeing (e.g., positive feelings, supportive relationships)

Response format is Likert scale and free-response.

Access the survey here .

2. EPOCH Measure of Adolescent Wellbeing

This is a free student report assessment of five positive characteristics that support higher levels of wellbeing in adolescents: engagement, perseverance, optimism, connectedness, happiness.

Modified from Seligman’s (2018) five-pillar PERMA model of adult wellbeing, this assessment can be used as a before-and-after intervention measure of adolescent wellbeing and happiness (Kern et al., 2016).

Access the assessment here .

Use prompts, questions, and check-ins individually or in a group setting as an informal assessment of social-emotional competence and student wellbeing.

• Describe a time when you felt really proud of yourself.
• Describe a behavior you are working to improve.
• What is something you take for granted that someone else may not have?
• Where is a place you would love to visit?
• If you could have any superpower, what would you choose?
• What is something that calms you down?
• How have you been sleeping lately?
• How included in class did you feel today?
• What emotion are you feeling the most today?
• What would you be known for if you were famous?
• If you could travel back in time to X grade, what advice would you give yourself?
• If you could make one rule everyone at school had to follow, what would it be?
• What does a typical morning look like for you?

For additional assessments of SEL and student wellbeing by grade and outcome, review this comprehensive SEL assessment toolbox from the American Institutes for Research.

1. CASEL Program Guide

The Collaborative for Academic and Social Emotional Learning (CASEL) provides a comprehensive program guide to walk you through the selection of an effective SEL program from start to finish.

All CASEL-recommended SEL programs are evidence-based. The end-to-end tool involves three steps:

• Identify your SEL goals.
• Identify features of SEL programs you want to prioritize to meet your goals.
• Explore SEL programs and compare your top selections.

Filter programs by approach (such as free-standing lesson, integrated lessons, or classroom management), outcome (such as improved academic performance, social behaviors, reduced problem behaviors, or reduced emotional distress), student characteristics (such as low-income, multi-race, Hispanic/Latinx), school characteristics (such as urban, suburban, or Midwest) program support offered, and training offered.

Download the Quickstart Guide for a summary of the CASEL tool.

2. Navigating SEL From the Inside Out

This comprehensive SEL guide (Jones et al., 2021) includes an evaluation of 33 evidence-based programs for kindergarten through elementary school-aged children. Get a birds-eye view of each program individually and collectively on three metrics in easy-to-read tables.

Once you have a few programs in mind, dig into the snapshot summary of each program, which describes program effectiveness, grade range, duration of program, and unique features.

3. Explore SEL

Explore SEL is an evidence-based interactive tool to navigate widely used nonacademic frameworks of SEL. Begin by browsing through the different SEL frameworks to see which you recognize. Get a feel for the complexity of SEL that comes from differences in how we define, teach, and measure it.

Next, use the tool to select the framework that will guide your SEL work and reduce the complexity.

• Compare frameworks across different domains of learning (e.g., cognitive, emotions, social, values, perspective, identity).
• Compare SEL skills targeted by different frameworks (e.g., overlapping SEL skills targeted by the CASEL framework vs. P21’s 21st Century Learning framework).
• Identify related SEL skills used across frameworks,

Play! Games and group SEL activities are rich contexts for adults to practice a wide range of social-emotional skills. Most involve some form of active learning about yourself and others, embodied action, social interaction, competitiveness, and creativity.

1. We’re Not Really Strangers

We’re Not Really Strangers is a multiplayer card game to learn about yourself, strengthen your relationships, and get to know new people. Check out versions for first dates, couples, families, and self-awareness.

2. The Hygge Game

This multiplayer card game has interesting and entertaining questions to bring more joy to your life based on the Danish concept hygge.

3. Organized group activities

Get involved with a group that meets regularly for a specific purpose. For example, join a choir, knitting group, running club, book club, dance group, volunteer group, or recreational sports league. For older adults, participating in choir and group exercise predicts positive emotional wellbeing (Maury et al., 2022).

4. Self-reflection

As adults, we may not be aware of the SEL skills we already use to nurture relationships, calm ourselves, and manage emotions. Bring awareness to your own SEL strengths and challenges with this Personal SEL Reflection tool. Use individually or as a community of practice activity.

17 Exercises To Develop Emotional Intelligence

These 17 Emotional Intelligence Exercises [PDF] will help others strengthen their relationships, lower stress, and enhance their wellbeing through improved EQ.

Created by Experts. 100% Science-based.

We have a variety of resources that can supplement your academic learning, all well worth checking out.

As a start, you may be interested in our article filled with training resources: Social Skills Training for Kids .

You can also identify SEL strengths and weaknesses through self-awareness. Check out our blog on How to Increase Self-Awareness: 16 Activities and Tools .

Prompting children with more self-reflection questions is made easier with our article, Learning Through Reflection: Questions to Inspire Others .

Another brilliant article filled with activities and games: 16 Activities to Stimulate Emotional Development in Children .

Besides our blog articles, here are two worksheets that can be used in the classroom.

Increase awareness of the different emotions experienced throughout the day through simple observation with our Emotional Awareness worksheet .

Use this Conflict at School worksheet with children to bring awareness to different relationships they have at school and difficulties they have with individual friends.

If you’re looking for more science-based ways to help others develop emotional intelligence (EI), check out this collection of 17 validated EI tools . Use them to help others understand and use their emotions to their advantage.

So much of academic learning relies on feeling safe and accepted at school, recognizing and managing emotions, cooperating and working well with others, resolving conflict, and understanding emotions and perspectives of classmates.

The classroom is rich with opportunities to build and actively practice these SEL skills, and they go hand in hand with academic learning.

Academic mastery alone cannot lead to “student success”. We must be brave enough to believe that for each child, lifelong success is a unique combination of social, emotional, cognitive, and academic skills.

We hope you enjoyed reading this article. Don’t forget to download our three Emotional Intelligence Exercises for free .

Examples of social-emotional learning activities include brain breaks, daily teacher–student greetings, journal writing, partner work, emotion check-ins, class agreements, and gratitude lists.

Activities that can help child development include pretend play, labeling emotions in self and others, joint book reading, perspective taking, mindfulness, asking for help, offering help to others, and identifying goals.

Yes, SEL can be implemented outside the classroom. Adults, parents, and caregivers can embed SEL into after-school programs, organized sports, during dinner, and at the grocery store.

• Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a blueprint for trauma-informed service delivery in schools. School Mental Health , 8 , 144–162.
• Collaborative for Academic, Social, and Emotional Learning. (n.d.). Adopt an evidence-based program for SEL . https://schoolguide.casel.org/focus-area-3/school/adopt-an-evidence-based-program-for-sel/.
• Collaborative for Academic, Social, and Emotional Learning. (2019). Social emotional learning: 3 Signature practices playbook . https://casel.org/casel_sel-3-signature-practices-playbook-v3/
• Jones, S. M., Brush, K., Bailey, R., Brion-Meisels, G., McIntyre, J., Kahn, J., & Stickle, L. (2021). Navigating SEL from the inside out: Looking inside and across 25 leading SEL programs: A practical resource for schools and OST providers. Preschool and elementary focus  (2nd ed.). The Wallace Foundation.
• Kern, M. L., Benson, L., Steinberg. E. A., & Steinberg, L. (2016). The EPOCH Measure of Adolescent Well-being. Psychological Assessment , 28 (5), 586–597.
• Kim, S., Crooks, C. V., Bax, K., & Shokoohi, M. (2021). Impact of trauma-informed training and mindfulness-based social–emotional learning program on teacher attitudes and burnout: A mixed-methods study. School Mental Health , 13 , 5–68.
• Maury, S., Vella-Brodrick, D., Davidson, J., & Rickard, N. (2022). Socio-emotional benefits associated with choir participation for older adults related to both activity characteristics and motivation factors. Music & Science , 5 .
• Merriam, S. B. (2017). Theories of adult learning: Evolution and future directions. PAACE Journal of Lifelong Learning , 26 , 21–37.
• National Scientific Council on the Developing Child. (2020). Connecting the brain to the rest of the body: Early childhood development and lifelong health are deeply intertwined . https://developingchild.harvard.edu/resources/connecting-the-brain-to-the-rest-of-the-body-early-childhood-development-and-lifelong-health-are-deeply-intertwined/
• SEE Learning. (2019). The SEE Learning companion: Social, Emotional, and Ethical Learning . Emory University.
• Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology , 13 (4), 333–335.
• Thomas, M. S., Crosby, S., & Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education , 43 (1), 422–452.

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The Teacher's Social and Emotional Learning

This course is part of The Teacher and Social and Emotional Learning (SEL) Specialization

Taught in English

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Instructors: Dan Liston +1 more

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What you'll learn

Explore the place of sadness and related emotions in teaching

Explore the role of joy and passion related in teaching and how they can concretize a teacher’s set of beliefs about education and teaching

Reflect on the definitions and roles of grit, grace, and personal wholeness in the profession of teaching

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There are 5 modules in this course

Social and emotional learning, or SEL, programs have flourished in schools during the last decade. While this growth has been impressive, inadequate attention has been paid to teachers’ social and emotional learning. In this course Dan Liston and Randy Testa introduce you to various rationales for why teacher SEL is needed as well as examine and reflect on various emotions in teaching and learning.

This course is a part of the 5-course Specialization “The Teacher and Social Emotional Learning (SEL)”. Interested in earning 3 university credits from the University of Colorado-Boulder for this specialization?? If so check out "How you can earn 3 university credits from the University of Colorado-Boulder for this specialization" reading in the first module of this course for additional information. We want to note that the courses in this Specialization were designed with a three-credit university course load in mind. As a participant you may notice a bit more reading content and a little less video/lecture content. Completing and passing the SEL Specialization allows the participant to apply for 3 graduate credits toward teacher re-certification and professional enhancement. We want to ensure the quality and high standards of a University of Colorado learning experience. Interested in earning 3 graduate credits from the University of Colorado-Boulder for The Teacher and Social Emotional Learning (SEL) Specialization? Check out "How you can earn 3 university credits from the University of Colorado-Boulder for this specialization" reading in the first week of this course for more information.

Why SEL and the teacher?

Here we introduce what SEL is and why it is important for all teachers. We elaborate the need for the teacher to enhance her/his knowledge of self, especially his/her own social and emotional terrain. A guiding premise is that deeper teacher self-understanding facilitates and enhances deeper student relations and greater chances for the transformative possibilities for student and teacher. A related premise is that by examining our deeply held cherished beliefs and emotional responses to situations and texts, we create opportunities for further insights into why and the ways we teach.

What's included

4 videos 2 readings 1 quiz 1 discussion prompt

4 videos • Total 20 minutes

• Introduction to the Specialization • 1 minute • Preview module
• Course Introduction Video • 3 minutes
• Instructional Introduction - Randy and Dan • 7 minutes
• Every Kid Needs a Champion - Rita Pierson • 7 minutes

2 readings • Total 109 minutes

• How you can earn 3 university credits from the University of Colorado-Boulder for this specialization • 4 minutes
• Module 1 Materials- PDFs and Website • 105 minutes

1 quiz • Total 10 minutes

• Module 1 • 10 minutes

1 discussion prompt • Total 30 minutes

• Self and Professional Understandings • 30 minutes

What does teaching do to teachers?

Here we further elaborate the need for the teacher to enhance her/his knowledge of self, especially his/her emotional responses as well as deeply held beliefs.

1 video 1 reading 1 quiz 1 discussion prompt

1 video • Total 3 minutes

• Instructional Introduction - Randy • 3 minutes • Preview module

1 reading • Total 90 minutes

• Module 2 Materials- Videos and PDFs • 90 minutes
• Module 2 • 10 minutes
• What Does Teaching Do to Teachers • 30 minutes

Sadness and despair in teaching

The value of reflection on and examination of sadness, despair, and related emotions in teaching is seen as one example of an enhanced “granularity” offered to teachers through reflection on emotions.

• Instructional Introduction - Randy and Dan • 3 minutes • Preview module

1 reading • Total 160 minutes

• Module 3 Materials- Film and PDF • 160 minutes
• Module 3 • 10 minutes

1 discussion prompt • Total 10 minutes

Joy, passion, and enjoyment in teaching.

The value of reflection on and examination of joy and passion, as well as other related emotions in teaching is seen as another example of an enhanced “granularity” that can be gained by teachers through a reflection on emotions.

2 videos 1 reading 1 quiz 1 discussion prompt

2 videos • Total 13 minutes

• Instructional Introduction Video – Randy and Dan • 2 minutes • Preview module
• Attentive Love - Lure of Learning in Teaching - Dan • 11 minutes

1 reading • Total 110 minutes

• Module 4 Materials- PDFs • 110 minutes
• Module 4 • 10 minutes
• Module 4 Discussion • 30 minutes

Grit and wholeness in teaching

By contrasting “grit” and “wholeness” in teaching and learning we explore further the value we as individuals place on these two orienting dispositions.

3 videos 1 reading 1 quiz 1 discussion prompt

3 videos • Total 20 minutes

• Instructional Introduction Video – Randy and Dan • 6 minutes • Preview module
• Angela Lee Duckworth - Grit: The Passion and Perseverance • 6 minutes
• Angela Lee Duckworth - Character Traits • 7 minutes
• Module 5 Materials - PDFs and Website • 90 minutes
• Module 5 • 10 minutes
• Grit and Wholeness in Teaching • 30 minutes

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Reviewed on Jun 1, 2020

Very helpful and easy to understand. Videos and learning recordings are very helpful. Thank you for all the support. Look ahead for more learnings and insights.

Reviewed on Jun 3, 2020

This is a great initiation to the SEL specialization. It covers an integral part which is the teacher's own well being that allows them to engage in SEL with their students.

Reviewed on May 4, 2020

I loved the readings and videos in this program. I am grateful to be able to expand on my own well-being so that I can continue to pursue supporting the 'whole being' of my students.

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Frequently asked questions

When will i have access to the lectures and assignments.

Access to lectures and assignments depends on your type of enrollment. If you take a course in audit mode, you will be able to see most course materials for free. To access graded assignments and to earn a Certificate, you will need to purchase the Certificate experience, during or after your audit. If you don't see the audit option:

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When you enroll in the course, you get access to all of the courses in the Specialization, and you earn a certificate when you complete the work. Your electronic Certificate will be added to your Accomplishments page - from there, you can print your Certificate or add it to your LinkedIn profile. If you only want to read and view the course content, you can audit the course for free.

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SOCIAL EMOTIONAL LEARNING

SUPERINTENDENT’S COFFEE

OCTOBER 10, 2019

PHYLLIS ALPAUGH & JAMIE ARGENZIANO

What is SOCIAL EMOTIONAL LEARNING (SEL)?

• Defined by experts as “the process in which both adults and children develop the self-awareness, self-control, and interpersonal skills that are vital for school, work, and life success”.
• Research show that people with strong social emotional skills are better able to cope with everyday challenges and benefit academically, professionally and socially.
• Also SEL is best accomplished through effective classroom instruction, student engagement in positive activities in and out of the classroom and broad parent and community involvement.

The Five (5) Competencies

• Self-Awareness —Involves understanding one’s own emotions, personal goals, and values
• Self-Management —Requires skills and attitudes that facilitate the ability to regulate one’s own emotions and behaviors
• Social Awareness— The ability to understand, empathize and feel compassion for those with different backgrounds or cultures
• Relationship Skills —Helps establish and maintain healthy and rewarding relationships to act in accordance with social norms
• Responsible Decision Making— Learning how to make constructive choices about personal behavior and social interactions across diverse settings.

WHAT are the SHORT and LONG term benefits?

• Students are more successful in school and daily life when they:
• Know and can manage themselves
• Understand the perspectives of others and relate effectively
• Make sound choices about personal and social decisions
• ALSO, students with strong SEL skills frequently demonstrate :
• More positive attitudes towards themselves, others and tasks
• More positive social behaviors and relationships with peers and adults
• Reduce conduct problems and risk-taking behaviors
• Decreased emotional stress
• Improved test scores, grades and attendance

HOW is the Best Way to Teach Social Emotional Skills?

• School is one the primary places where students learn SEL skills with integrated programs considered the most effective
• Effective programs should incorporate the following elements:
• S equenced, connected and coordinated sets of activities
• A ctive forms of learning to help students master skills
• F ocused emphasis on developing personal and social skills
• E xplicit targeting of specific social and emotional skills

Building Upon School Programs

• Effective SEL programming not only involves school and district wide coordination, but relies on Family and Community Partnerships to both strengthen and reinforce the impact of school approaches.
• This involves bringing the learning into both the home and the neighborhood
• https://www.youtube.com/watch?v=y2d0da6BZWA&t=289s

WHAT is the Borough doing to promote SEL?

• It is a district goal for the 2019-20 school year that is reflected in building and individual staff Professional Development Plans
• There is training and professional development in place for administrators, staff and STUDENTS including motivational pep rallies and programs
• There is a Teacher Resource Platform with a plethora of resources
• We as a district have a made a pledge to infuse and integrate all aspects of SEL into the curriculum and daily instruction

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Social-Emotional Learning Infographics

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Social Emotional Learning, or SEL, is the process in which competences like self-awareness, control, or communication skills are learned. It is a very important part of the development of children since it affects how they interact with the world and with other people. If you want to speak about SEL, infographics like the ones of this set might be helpful, they make data comprehensible and easily retainable since they represent it in a visual way, and they’re also very easy to use. Download this set and start preparing your presentation about the importance of SEL in education!

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Social and Emotional Learning

Oct 31, 2014

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Social and Emotional Learning. A Foundation for Vocational Training and Success. Social & Emotional Learning (SEL):. An educational process intended to develop emotional intelligence. Social & Emotional Competencies. Self-awareness Self-management Social awareness Relationship skills

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• emotional learning
• emotional intelligence
• decision making
• comprehensive sel intervention
• staff develop core competencies

Presentation Transcript

Social and Emotional Learning A Foundation for Vocational Training and Success

Social & Emotional Learning (SEL): An educational process intended to develop emotional intelligence

Social & Emotional Competencies • Self-awareness • Self-management • Social awareness • Relationship skills • Responsible decision making From the Collaborative for Academic, Social and Emotional Learning (CASEL)

SEL skills are essential to academic, personal, social and civic success.

Social and Emotional Learning Improves Student Outcomes Meta-analysis of 213 SEL and related interventions Students and staff showed increased social and emotional competence.

Seattle Social Development Project SEL interventions in elementary school classrooms resulted in long term gains ____________________________ • Longitudinal study • Began 1981 • 808 elementary school children • Comprehensive SEL intervention from 1st thru 6th grade

Employability SEL builds: Communication skills Cooperative team members Strong leaders Caring community members

WANTED: Big company seeks emotionally intelligent individuals to contribute to team effort and to be strong leaders in the business world. Possibility for growth. Good salary. Full benefits.

Applying what we know…… At Cascades Job Corps Center: • 10 week group • SEL, character development and leadership materials • Mostly experiential

Group Curriculum Weeks 1-5 • Emotional awareness and expression • Emotional awareness and regulation • Emotion regulation and impact on decision making • Gratitude • Physical self-awareness

Group Curriculum Weeks 6-10 • Physical self-awareness • Values • Decision making and group dynamics • Empathy • Review of topics and group discussion

Using SEL concepts with staff: Staff Training Help staff develop core competencies ---- Teach staff why emotional intelligence is important in the workplace ---- Identify ways staff can help students develop core competencies as employability skills

Using SEL concepts with staff: Staff Assessment Center Director and CMHC asked management level staff to complete Bar-On EQi ---- Areas for further training were identified

Resources for learning about and applying SEL at Job Corps: • Collaborative for Academic, Social, and Emotional Learning (CASEL) • School Connect • Greater Good Science Center • Communities for Children • Mindsight Institute • Edutopia

Bibliography • Ciarrochi, Joseph, Forgas, Joseph P., and Mayer, John D. (Eds.). (2006). Emotional Intelligence in Everyday Life (2nd ed.). New York: Psychology Press. • DeAngelis, Tori (2010, April). Social Awareness + Emotional Skills=Successful Kids. Monitor on Psychology, 46-49. • Project EXSEL: Excellence in Social and Emotional Learning in the City of New York  http://pd.lit.columbia.edu/projects/exsel/index.html • The Collaborative for Academic, Social, and Emotional Learning http://www.casel.org/SEL.htm

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Social and Emotional Learning

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GUIDELINES on INCORPORATING SOCIAL EMOTIONAL LEARNING into ACADEMIC SUPPORT Anne L. Gilligan, M.P.H. Safe and Healthy School Specialist Learning Support.

Afterschool Programs That Follow Evidence- based Practices to Promote Social and Emotional Development Are Effective Roger P. Weissberg, University of.

The Core Competencies for Youth Development Professionals were developed with leadership from the OPEN Initiative, Missouri Afterschool Network (MASN),

Parents as Partners in Education

Social and Emotional Learning (SEL): For School and Life Success

SCHOOL PSYCHOLOGISTS Helping children achieve their best. In school. At home. In life. National Association of School Psychologists.

Collaborative for Academic, Social, and Emotional Learning Social and Emotional Learning for School and Life Success Presenter School/District.

THE FOUNDATION FOR STUDENT SUCCESS IN SCHOOL, WORK, AND LIFE

Social and Emotional Learning for School and Life Success: SEL 101

PACT/TPAC and the social- emotional dimensions of teaching and learning: what can we assess? Presentors Nancy L. Markowitz, Professor Director, SJSU Center.

Building Capacity Implementing Evidence Based Programing and Support Strengthening Organizational Conditions Supporting Mental Health and Well- being Communicating.

Social and Emotional Learning in Schools Kimberly A. Schonert-Reichl Shelley Hymel TEO Orientation, August 26, 2014.

1 Why is the Core important? To set high expectations – for all students – for educators To attend to the learning needs of students To break through the.

INSTRUCTIONAL LEADERSHIP FOR DIVERSE LEARNERS Susan Brody Hasazi Katharine S. Furney National Institute of Leadership, Disability, and Students Placed.

Developing School-Based Systems of Support: Ohio’s Integrated Systems Model Y.S.U. March 30, 2006.

An Introduction to Lions Quest. Mission Statement To improve the lives of young people around the world through the teaching, sharing and expanding of.

Lions Quest: Because young people around the world need skills for life Lions Quest: Because young people around the world need skills for life.

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Self-Control Lessons for SEL, Self-Regulation, and Executive Functioning Skills

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Social Emotional Learning Journal: Over 220 SEL Activities & Feeling Check-Ins

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Class Rules and Circle Time Rules Posters, Books, and Positive Notes Home

Mindfulness Activities and SEL Lessons for Self-Regulation

Calm Down Kit- Social Emotional Learning Strategies and Visual Supports

Healthy Friendships Group Counseling Curriculum and Friendship Skills Activities

Behavior Reflection Think Sheets for Classroom Management & Restorative Practice

Social Skills (SEL) and Character Curriculum Bundle for Little Learners

Morning Meeting Slides - Activities, Questions, Greetings - Social Emotional SEL

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Education | ‘That’s my hook’: How Taylor Swift’s music is…

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Education | 3 shot and 5 in custody after gunfire disrupts philadelphia eid event, education | ‘that’s my hook’: how taylor swift’s music is teaching social-emotional skills to allentown students.

Allison Fritchman’s classroom at Allen High School is decked out with pink streamers, paper hearts and all things Taylor Swift.

“She’s fun, she’s exciting, she’s inspiring,” Fritchman, a special education teacher, said of the pop icon and Berks County native. “My students admire her, and I’m like, ‘Well, that’s my hook.’ ”

This past month Fritchman taught students social-emotional skills through Swift’s music in her independent living class, which focuses on helping students with disabilities hone functional skills like cooking, cleaning, self-care, personal development and career readiness.

Fritchman decorates her room every few weeks to represent the theme of each new class topic. For her recent Swift-inspired social-emotional learning unit, she hung posters of the singer and her song titles around the room.

“I want my children to feel inspired as they walk into this classroom,” Fritchman said, adding she aims to create a sense of “magic” for students that “transcends into their lives.”

By analyzing Swift’s songs and music videos, students reflected on how they see themselves and how they can respond to others who may be unkind.

Students discussed bullying and how to be resilient with Swift’s song, “ Mean .” Through “ You Need To Calm Down ,” students learned about self-regulation and stress management.

“I felt like they connected with the bullying part of it all,” said Marisa Ortiz, a paraprofessional in the classroom. “They got emotional. They know the difference between how to talk to people and how to walk away from certain situations.”

The class also used the hit “ Shake It Off ” as a way to promote positive self-image despite negativity from others. Students are working on a music video for “Shake It Off” and will be designing their own costumes.

“Shake It Off” is Xavier Perez’s favorite Swift song, he said.

“That one’s close to my heart,” the 18-year-old student said. “Shake off the bad energy.”

But one of Swift’s early chart-topping hits, “ Love Story ,” still remains the most popular song for the majority of students, Fritchman said, adding it’s one of her favorites, too.

“What makes ‘Love Story’ connect? We all want relationships, and we do talk about that in our class,” she said. “We talk about positive relationships, conflict management within our romantic relationships, we talk about red flags in relationships.”

“All of us want that belonging, that connectivity to another person,” Fritchman added. “And ‘Love Story’ is that romantic piece that Taylor sang years ago that seems to connect with our teens today.”

Independent living student Ivonne fills in a portrait of Taylor Swift with colored pencils Friday, March 22, 2024, in a Life Skill classroom at Allen High School. The students, 18-21 with intellectual disabilities, are studying Taylor Swift to improve their social-emotional learning. (April Gamiz/The Morning Call)

Independent living students Carolay and Jaida bake and decorate a Taylor Swift’s “Lover” themed cake Friday, March 22, 2024, in a Life Skill classroom at Allen High School. The students, 18-21 with intellectual disabilities, are studying Taylor Swift to improve their social-emotional learning. (April Gamiz/The Morning Call)

Independent living student Ashley sings and plays the guitar as Dianitza sings with a microphone to Taylor Swift’s song “Love Story” Friday, March 22, 2024, in a Life Skill classroom at Allen High School. The students, 18-21 with intellectual disabilities, are studying Taylor Swift to improve their social-emotional learning. (April Gamiz/The Morning Call)

The whole class including Independent Living teacher Allison Fritchman and teacher Ileana Matos sing and dance to Taylor Swift’s “Shake It Off” on Friday, March 22, 2024, in a Life Skill classroom at Allen High School. The students, 18-21 with intellectual disabilities, are studying Taylor Swift to improve their social-emotional learning. (April Gamiz/The Morning Call)

Members of the class including Independent Living teacher Allison Fritchman and teacher Ileana Matos sing and dance to Taylor Swift’s “Shake It Off” on Friday, March 22, 2024, in a Life Skill classroom at Allen High School. The students, 18-21 with intellectual disabilities, are studying Taylor Swift to improve their social-emotional learning.(April Gamiz/The Morning Call)

Independent living students Ivonne, Ashley and Dianitza dance and sing to Taylor Swift’s “Shake It Off” on Friday, March 22, 2024, in a Life Skill classroom at Allen High School. The students, 18-21 with intellectual disabilities, are studying Taylor Swift to improve their social-emotional learning. (April Gamiz/The Morning Call)

Independent living student Dianitza makes a tie-dyed shirt with the help of aid Marisa Ortiz on Friday, March 22, 2024, in a Life Skill classroom at Allen High School. The students, 18-21 with intellectual disabilities, are studying Taylor Swift to improve their social-emotional learning. (April Gamiz/The Morning Call)

Independent living students Dianitza and Xavier make tie-dyed shirts on Friday, March 22, 2024, in a Life Skill classroom at Allen High School. The students, 18-21 with intellectual disabilities, are studying Taylor Swift to improve their social-emotional learning. (April Gamiz/The Morning Call)

Independent living student Xavier shows a song he wrote in class about never giving up Friday, March 22, 2024, in a Life Skill classroom at Allen High School. The students, 18-21 with intellectual disabilities, are studying Taylor Swift to improve their social-emotional learning.(April Gamiz/The Morning Call)

Students have also had other Swift-inspired activities in recent weeks like baking and art projects.

“Math, writing, reading — we integrate everything with that activity,” said Ileana Matos, another paraprofessional in the classroom. She said Fritchman is constantly coming up with creative learning ideas for class.

Students made chai cookies, a favorite of Swift’s who is also known for her love of baking, and created a cake decorated for Swift’s seventh album, “Lover,” released in 2019.

“I like how fun it is,” Carolay Sanchez, a 19-year-old student, said of the baking projects.

With Swift’s record-breaking Eras Tour, students also tracked her concert locations across the United States on a paper map, learning about different states and practicing how to spell the names of these locations. (The Eras Tour, which features performances from all of Swift’s 10 albums, is the highest grossing tour in history, bringing in more than $1 billion in revenue.)

While Fritchman is a self-proclaimed “Swiftie” — the name Swift’s fans use to describe themselves — her Swift-inspired learning content isn’t self-interested.

Fritchman isn’t new to using themes to hook students into content and encourage learning; last year she taught a unit on robotics and similarly went all out with activities and decorations. She said it’s important to integrate themes and learning into all activities, whether that’s reading or cooking.

“These students need this additional connective wiring. We all do,” she said. “When you walk into a science museum, you feel like you’re hit by all different ways to interact with science. And that’s what we do here.”

“We impact our students with multiple disciplinary options,” she added. “They go, ‘Oh well, that was really cool. That was really cool,’ and those connective wires link.”

And Fritchman isn’t the first educator to rely on Swift as a conduit for learning.

Sean Connolly, a Bethlehem Area teacher, also used Swift’s songs to teach skip counting, gaining attention for the reimagined hits on TikTok last year.

And at the post-secondary level, courses are popping up on Swift’s discography and celebrity across the country at institutions like Harvard University, the University of Florida and Penn State University’s Berks County campus .

While Fritchman’s students said they’re fans of Swift, they are more inspired by their teacher.

“She’s fun, bubbly. She reminds me of Barbie,” Sanchez said of Fritchman.

“She’s not afraid to be herself,” Jaida Wright, 17, added.

Fritchman has taught by example and created a space where students who are different feel safe.

“Some of them, coming into class sometimes, can be down,” Ortiz said. “But when they come into Fritchman’s class, their attitude changes.”

Morning Call reporter Jenny Roberts can be reached at [email protected].

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• Open access
• Published: 10 April 2024

Universal, school-based transdiagnostic interventions to promote mental health and emotional wellbeing: a systematic review

• Peng Wang 1 , 4 , 5 ,
• Zhaoqi Wang 2 &
• Shuiwei Qiu 3  

Child and Adolescent Psychiatry and Mental Health volume  18 , Article number:  47 ( 2024 ) Cite this article

Metrics details

This systematic review aims to evaluate the effectiveness of universal school-based transdiagnostic interventions in promoting the mental health of children and adolescents. It compares and discusses interventions targeting the prevention of mental disorders versus the promotion of mental health. Additionally, the roles of teachers and psychologists as intervention conductors are examined.

A comprehensive search of the Psycinfo, Pubmed, and Web of Science databases was conducted without any time restrictions to identify relevant literature on universal school-based transdiagnostic interventions promoting children and adolescents' mental health.

Results and discussion

The findings reveal that universal school-based transdiagnostic promotion/prevention programs have a small to medium overall effect size. These interventions demonstrate a broad coverage of different aspects of children and adolescents' mental health. However, the relative effectiveness of teacher-led versus psychologist-led interventions remains unclear. Interventions focused on preventing mental disorders exhibit a higher effect size, albeit on a narrower range of mental health aspects for children and adolescents.

Significance

This study enhances our understanding of universal school-based transdiagnostic interventions and their impact on children and adolescents' mental health. Further research is needed to elucidate the comparative efficacy of teacher-led and psychologist-led interventions and to explore the specific dimensions of mental health targeted by these interventions.

Introduction

The mental health of children and adolescents is crucial for their overall development. Poor mental health can have varying impacts on their daily lives, academic performance, and prospects, depending on its severity [ 1 ]. Severe cases may even lead to suicidal behaviors [ 2 ]. It is important to note that the effects of mental ill-health during the early years can persist into adulthood and have a lasting influence on individuals' lives [ 3 ]. With the significant prevalence and persistence of mental disorders, it is alarming that approximately one-fifth of children and adolescents worldwide have experienced one or more clinical disorders, and more than half have shown sub-clinical symptoms [ 4 ].

Given that children and adolescents typically spend a significant amount of their daily time in educational settings, school-based mental health services have emerged as a critical battleground for addressing their mental well-being [ 5 ]. However, the current provision of school-based mental health services falls short of meeting the needs of children and adolescents, particularly in low- and middle-income countries (LMICs). Limited access to services and the compatibility of available mental health services with the specific needs of young individuals contribute to this insufficiency and inefficiency [ 6 ].

In recent decades, there has been significant progress in developing mental health promotion programs for children and adolescents [ 7 ]. These programs primarily focus on school-based universal interventions, demonstrating positive effects on the mental health of young individuals [ 8 ]. However, systematic reviews and meta-analyses examining the efficacy of these interventions have shown mixed results [ 9 ]. Moreover, prevailing single-diagnosis protocols limit the effectiveness of these programs in addressing co-occurring disorders that commonly exist among individuals [ 10 ].

Despite the potential benefits of universal school-based interventions, there is an ongoing debate regarding their effectiveness compared to targeted interventions. Targeted interventions are designed for individuals or groups identified as at-risk for developing mental health issues, whereas universal interventions are applied to all students regardless of their risk level. Literature suggests that targeted interventions may offer more significant benefits for those at high risk, potentially due to their focus on specific needs and challenges [ 11 , 12 , 13 ]. However, universal interventions play a crucial role in promoting mental health and well-being across the entire student population, aiming to prevent the onset of mental health issues before they arise. This approach is especially relevant in educational settings, where identifying and targeting at-risk individuals can be challenging. Thus, examining the effectiveness of universal interventions remains worthwhile, particularly in their potential to create inclusive, supportive environments that benefit all students.

To overcome these challenges and enhance the efficiency of mental health promotion, a growing emphasis has been placed on adopting a transdiagnostic framework for children and adolescents. Transdiagnostic interventions offer a promising approach that goes beyond targeting specific disorders and focuses on promoting overall mental health and emotional well-being [ 14 ]. By addressing a broader range of factors related to mental health, such as mental health literacy, emotions, behaviors, social management techniques, values, and perceptions, transdiagnostic interventions aim to meet the diverse needs of most children and adolescents [ 15 , 16 ]. Specifically, 'values' here refer to the core beliefs and principles that influence children and adolescents' attitudes and behaviors towards mental health, encompassing what they deem important in their lives and schooling experience. 'Perceptions,' meanwhile, encompass their understanding and attitudes towards mental health issues, including awareness, stigma, and openness to intervention.

While previous reviews have highlighted the positive influence of school-based universal interventions on important determinants of children and adolescents' mental health, adopting transdiagnostic protocols can further enhance the overall effectiveness [ 8 ]. Transdiagnostic interventions have the potential to provide significant benefits by targeting a wider range of mental aspects and addressing co-occurring disorders in a more comprehensive manner. Therefore, there is an urgent and compelling need to conduct a systematic review of existing universal school-based transdiagnostic interventions to evaluate their efficacy in promoting the mental health and well-being of children and adolescents.

This article seeks to contribute to the existing body of knowledge by conducting a thorough systematic review of transdiagnostic interventions. By carefully analyzing the available evidence, our aim is to highlight the potential benefits associated with transdiagnostic interventions and shed light on their ability to address the limitations inherent in conventional single-diagnosis protocols. The insights gained from this comprehensive review will provide policymakers, educators, and mental health professionals with valuable information to inform their decision-making processes and facilitate the development of more effective strategies that promote the mental well-being of children and adolescents in a holistic manner.

Definitions of transdiagnostic constructs

Transdiagnostic treatments are a range of therapies that can be applied broadly across different disorders [ 17 ]. The foundation of transdiagnostic treatments lies in transdiagnostic constructs, which are the underlying mechanisms that cut across various disorders (Stanton et al. 2020). In this context, there are two types of transdiagnostic constructs: descriptively transdiagnostic processes and mechanistically transdiagnostic processes.

Descriptively transdiagnostic processes are observed across multiple disorders, indicating their presence in a range of conditions [ 18 ]. For instance, the study by Mehrdadfar et al. [ 19 ] revealed that an online transdiagnostic treatment effectively enhanced social-emotional skills, such as emotional competence, in children with cochlear implants, illustrating emotional competence's broad relevance across various conditions.

On the other hand, mechanistically transdiagnostic processes are the ones that provide causal and functional explanations for the co-occurrence of disorders [ 20 ]. An example of a mechanistically transdiagnostic process is the online Brief Emotion Regulation Training (BERT) program for emerging adults developed by Gatto et al. [ 21 ]. The program, rooted in cognitive-behavioral practices, aimed to improve emotional competence, demonstrating its transdiagnostic significance by showing that improved emotion regulation can causally influence mental wellness.

To further illustrate the distinction between these concepts, two common transdiagnostic constructs are exemplified: self-esteem and rumination [ 22 ]. Self-esteem has been found to be present in various mental disorders such as social anxiety disorder and schizophrenia, indicating its descriptively transdiagnostic nature [ 23 , 24 ]. However, whether self-esteem is mechanistically transdiagnostic remains uncertain without evidence supporting its causal impact on mental disorders. In contrast, rumination is believed to have a detrimental effect on emotional well-being and can causally influence it, leading to a vicious cycle of worsening behavior [ 25 , 26 ], namely, normally believed to be mechanistically transdiagnostic.

Transdiagnostic interventions

Based on the identification of transdiagnostic constructs, transdiagnostic interventions have been developed in recent years [ 22 ]. These interventions can be broadly categorized into two types based on their developmental basis. The first type involves targeting the identified transdiagnostic constructs to improve treatment efficacy from a psychopathology perspective [ 27 ]. The second type involves extending existing single-diagnosis treatments by adapting their protocols to be applicable across disorders, with cognitive behavioral therapy (CBT) being a primary example [ 28 ]. While many universal school-based interventions aimed at promoting children and adolescents' mental health by nurturing their social-emotional learning (SEL) abilities fall into the first type [ 29 ], they are often not explicitly identified as transdiagnostic in previous review articles [ 30 , 31 ].

The efficacy of transdiagnostic interventions developed from single-diagnosis treatments is intertwined with their effectiveness in treating psychopathology. Since these interventions build upon the foundation of existing single-diagnosis protocols, psychologists may already possess a significant portion of the necessary knowledge [ 32 ]. In contrast, teachers, who are often the conductors of school-based interventions, need training to acquire the relevant intervention knowledge, and it is unclear whether this new acquisition would affect intervention efficiency. Considering the complexity of transdiagnostic theory, it is essential to examine whether teacher-led or psychologist-led interventions are more effective.

However, the binary classification of transdiagnostic interventions mentioned above does not adequately explain the advantages and disadvantages of different interventions in a methodological manner. Therefore, this chapter will adopt the classification proposed by Sauer-Zavala et al. [ 22 ] to present the current transdiagnostic approaches and existing debates. Under this framework, transdiagnostic interventions are divided into three types: those with universally applied therapeutic principles, modular treatments, and shared mechanism treatments. Modular treatments, observed at an individual level, will not be discussed in the present study.

Universally applied therapeutic principles

Interventions that utilize universally applied therapeutic principles are grounded in specific theoretical frameworks, such as cognitive-behavioral treatment [ 33 ]. These interventions are characterized by their ability to be applied across a variety of psychopathologies using a single protocol, showcasing their universal applicability [ 34 ]. While these types of interventions have long been used in the treatment of mental disorders, their classification as transdiagnostic is a more recent development [ 35 ]. This shift in understanding has been driven by an increased awareness of their impact on co-occurring disorders. Many widely recognized transdiagnostic treatments fall into this category, as they incorporate existing treatments and minimize the need for the creation of new interventions [ 10 ].

Interventions based on universally applied therapeutic principles are structured to broadly address psychological disorders, utilizing standardized protocols that are effective across a diverse range of conditions. This differs from grouping them based on shared mechanisms or psychological processes. This "top-down" approach, referred to as a "one size fits all" strategy by Sauer-Zavala et al. [ 22 ], contrasts with the "bottom-up" approach of shared mechanism treatments, which target shared mechanisms across disorders and formulate treatment protocols based on these mechanisms.

A potential limitation of interventions with universally applied therapeutic principles is that their impact on co-occurring disorders is not always intentional. Many of these interventions were originally designed to address specific mental disorders, and their effects on other co-existing disorders may be incidental rather than by design. However, with the rise of transdiagnostic awareness, some of these interventions have been adapted to more effectively address co-occurring disorders, compensating for their initial lack of specificity. Despite this limitation, interventions with universally applied therapeutic principles offer several advantages. Firstly, as they are often based on existing protocols, their development is less time-consuming compared to creating entirely new approaches. Secondly, it is easier for practitioners, such as teachers or psychologists, to acquire the necessary knowledge, which is especially beneficial for school-based interventions. As a result, interventions with universally applied therapeutic principles are of significant interest and are expected to be widely utilized in universal school-based practice.

Mindfulness-based interventions

Mindfulness-based interventions aim to cultivate a state of peaceful awareness and encourage individuals to focus on the present moment of internal and external experiences (Greenberg & Harris, 2012). These interventions typically involve body-focused meditation or movement practices where recipients are instructed to focus on their breathing or current movements [ 36 ]. Mindfulness is considered a form of emotion regulation and has been widely disseminated in the adult population to promote mental health and emotional well-being, particularly in non-clinical settings [ 37 ]. Recent studies have shown that mindfulness-based interventions can be effective as transdiagnostic treatments, addressing a variety of mental health problems by targeting underlying mechanisms such as rumination and worry [ 38 ].

Mindfulness-based interventions have advantages in terms of simplicity and group-friendliness. The instructions are relatively straightforward, reducing the requirements for conducting the intervention. Additionally, the instructions can be applied to a broad population, making these interventions suitable for group settings. In the context of school-based interventions, mindfulness-based approaches do not require a lengthy adjustment period, can be easily adopted by individuals, and do not pose risks of worsening mental health. Furthermore, teachers or psychologists can acquire the necessary knowledge to deliver these interventions with relative ease. Therefore, mindfulness-based interventions have a clear advantage in universal school-based practice and are expected to be widely employed.

Acceptance and commitment therapy (ACT)

Acceptance and Commitment Therapy (ACT) is a comprehensive modality that focuses on experiential avoidance as a central difficulty associated with emotional distress, such as anxiety, depression, and stress [ 39 ]. ACT aims to enhance individuals' psychological flexibility, which involves their ability to persist in or maintain their current mental states in response to challenging environments [ 40 ]. ACT employs various core techniques that collectively work to develop psychological flexibility. Recent research has shown that ACT can be used as a transdiagnostic intervention, addressing a broad range of mental states and disorders by targeting underlying mechanisms such as psychological inflexibility [ 41 ].

The core techniques of ACT include:

Encouraging individuals to maintain balance and broaden their scope of reaction to negative thoughts and feelings, thereby protecting them from maladaptive avoidance behaviors.

Using psychoeducation to strengthen individuals' commitment to positive values in their lives, such as family, work, and friendships.

Emphasizing commitment and consistency in actions aligned with personal values.

Promoting willingness to accept adverse events and feelings by utilizing emotional resources developed through previous skills.

Fostering workability through psychological flexibility.

ACT, as a newly developed transdiagnostic intervention, addresses a broader range of mental states than many other transdiagnostic approaches, making it promising for meeting heterogeneous needs across single-diagnosis and general mental health contexts [ 42 ]. It has been associated with improvements in mental health and overall well-being [ 43 ]. Furthermore, ACT is structured in sessions, making it suitable for integration into school curricula. Therefore, ACT is expected to be frequently encountered in the current systematic review, as it offers a comprehensive approach to address various mental health concerns.

Social emotional learning (SEL) interventions

Social Emotional Learning (SEL) interventions are another type of universally applied therapeutic principles that aim to foster the development of five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making [ 44 ]. These competencies are believed to be critical for mental health, well-being, and success in life [ 29 ].

SEL interventions are designed to be universally applicable and can be implemented in various settings, including schools, to promote the emotional and social competence of children and adolescents [ 29 ]. They are based on the understanding that learning is a social and emotional process, and that these skills can be taught in a coordinated manner [ 45 ].

A study by Mehrdadfar et al. [ 19 ] demonstrated the transdiagnostic nature of SEL interventions. The study found that a unified protocol for online transdiagnostic treatment improved social-emotional skills, including emotional competence, in children with cochlear implants. This suggests that SEL interventions can be effective across a range of conditions and disorders, highlighting their descriptively transdiagnostic nature.

Furthermore, Gatto et al. [ 21 ] developed an online Brief Emotion Regulation Training (BERT) program for emerging adults, rooted in cognitive-behavioral practices, which aimed to improve emotional competence. The program demonstrated its transdiagnostic significance by showing that improved emotion regulation can causally influence mental wellness, indicating the mechanistically transdiagnostic nature of SEL interventions.

SEL interventions, like Mindfulness-based interventions and Acceptance and Commitment Therapy (ACT), have the potential to address a broad range of mental states and meet heterogeneous needs across single-diagnosis and general mental health contexts. Therefore, they are expected to be frequently encountered in the current systematic review, as they offer a comprehensive approach to address various mental health concerns.

Shared mechanisms treatment

Shared mechanisms treatment represents a transformative shift in the field of transdiagnostic interventions, aiming to identify and target shared constructs and processes that underlie multiple disorders [ 22 ]. It explicitly focuses on identifying and influencing the common mechanisms that cut across different disorders, distinguishing itself from other types of interventions. This approach builds upon the conceptualization of mechanistically transdiagnostic constructs and informs treatment protocols by identifying core processes [ 22 ].

Three methods typically represent existing programs of shared mechanisms treatment:

Exposure practice: This approach primarily targets anxiety disorders and involves gradually or intensely exposing individuals to feared stimuli [ 46 ]. By addressing the overestimation of potential risks and dangers associated with these stimuli, exposure practice aims to facilitate fear habituation, disconfirmation of fear beliefs, and promote inhibitory learning [ 32 ]. While exposure practice may not be suitable for school-based settings due to its environmental requirements and time-consuming nature, it remains a valuable intervention.

Cognitive-Behavioral Therapy-Enhanced (CBT-E): Developed as a shared-mechanism treatment for eating disorders, CBT-E focuses on changing individuals' awareness regarding the overvaluation of weight and shape [ 47 ]. This approach involves reducing weight checking frequency and improving diet plans. However, CBT-E requires multifaceted assistance from various sources, making it less applicable in pure school-based delivery modes.

Unified Protocol (UP) for Transdiagnostic Treatment of Emotional Disorders: UP targets shared mechanisms across emotional disorders and explicitly aims to address their co-occurrence. For example, UP focuses on reducing reactive distress triggered by strong negative emotions and preventing reliance on avoidant coping strategies. It incorporates elements of mindfulness-based interventions, psychological flexibility, and raising relevant awareness [ 48 ]. While UP is comprehensive, its implementation requires access to relevant training and resources for both conductors and recipients, making it less feasible for widespread school-based use.

Considering the accessibility, training requirements, and available resources, shared mechanisms treatments have found a wide range of applications. However, their use in school-based delivery modes may be limited due to the specific context and resources available [ 49 ].

Cognitive behavioral therapy (CBT)

Cognitive Behavioral Therapy (CBT) is a well-established and widely used transdiagnostic treatment approach, which targets shared mechanisms across various mental disorders [ 28 ]. CBT is based on the cognitive model, which posits that maladaptive thought patterns contribute to the development and maintenance of psychological disorders. By identifying and challenging these thought patterns, CBT aims to alleviate symptoms and improve functioning across a range of disorders [ 50 ].

CBT has been adapted for use in various formats, including individual, group, and internet-delivered therapy. Internet-delivered CBT (i-CBT) has emerged as a promising approach to increase the accessibility of CBT, particularly for individuals who may face barriers to in-person treatment. For instance, a recent study found that guided i-CBT was effective in treating anxiety and depression among university students, demonstrating the potential of i-CBT as a scalable and cost-effective treatment option [ 51 ].

Despite its broad applicability, CBT is not a "one size fits all" approach. The effectiveness of CBT can vary depending on the specific disorder, the individual's characteristics, and the context in which it is delivered. Therefore, ongoing research is needed to optimize the delivery of CBT and maximize its benefits across diverse populations and settings.

Potential benefits of transdiagnostic approach

Transdiagnostic approaches, though not universally defined, were conceived as a response to the constraints of traditional diagnostic systems such as the DSM and ICD. These approaches aim to treat mental disorders from a broader perspective, considering higher dimensions and addressing multiple co-occurring conditions [ 52 ]. Transdiagnostic approaches have shown promise in treating mental disorders holistically [ 53 ]. While they may not produce exceptionally prominent effects on specific disorders or symptoms in individuals with co-occurring conditions, they tend to be more effective than single-diagnosis interventions in reducing a broader range of mental issues, without focusing solely on clinical diagnoses or symptoms [ 54 ].

Transdiagnostic approaches are also in line with the current trend of expanding the scope of mental health. It is increasingly recognized that good mental health and mental disorders are not simply two ends of a continuum among children and adolescents [ 55 ]. The conventional perspective, which equates the absence of mental disorders with good mental health, stems from the dominance of medical, disease-centered approaches in psychiatric research over the past decades [ 56 ]. However, researchers now acknowledge that positive mental health encompasses more than the absence of mental disorders [ 15 ]. The World Health Organization (WHO) defines mental health as a state of well-being in which individuals realize their abilities, cope with normal life stresses, work productively, and contribute to their communities. This definition explicitly acknowledges the importance of factors beyond the absence of mental disorders [ 57 ]. Consequently, researchers are expanding their perspective on mental health promotion to encompass a broader scope, moving beyond a sole focus on preventing mental disorders. This paradigm shift is accompanied by a notable increase in acceptance and recognition of interventions aimed at promoting mental health in children and adolescents from a comprehensive standpoint [ 58 ]. This trend of scope expansion aligns with the development of the transdiagnostic concept.

Given the possibility that previous literature may have been primarily influenced by a traditional viewpoint, which predominantly emphasized mental health promotion programs as a means of preventing mental disorders, it is crucial to adopt a more inclusive perspective that embraces the broader aspects discussed earlier. To address this need, the current study aims to examine relevant literature by categorizing the included studies into two distinct groups: those that explicitly emphasize the prevention of mental disorders and those that take a comprehensive approach by promoting the overall mental health of children and adolescents. Employing this classification framework allows for a comparison between studies reflecting the two viewpoints, thereby facilitating a more nuanced understanding of the diverse interventions and their respective objectives.

The role of conductor

The school environment plays a crucial role in effectively improving the mental health of children and adolescents at a collective level, making it a promising setting for implementing universal transdiagnostic interventions. Within this context, the involvement of teachers in school-based projects appears to be inevitable, regardless of whether they serve as conductors or participants in the intervention. When teachers assume the conductor role, transdiagnostic protocols have shown to be highly effective. These interventions enable conductors to work on shared mechanisms of multiple diagnoses and influential factors to promote general mental health, such as resilience, self-esteem, and social and emotional skills [ 59 ]. Many of these elements have been well-validated or adapted from classic single-diagnosis protocols, such as Cognitive-Behavioral Therapy (CBT), making them more accessible to teachers who may not be mental health professionals.

From an economic perspective, the school and education sector shoulders approximately 90% of the general cost related to the mental health and emotional well-being of children and adolescents [ 60 ]. In this regard, utilizing teachers as conductors of school-based universal transdiagnostic programs for promoting mental health can help reduce the economic burden compared to employing professional psychologists. Additionally, from the perspective of students, research conducted by the National Health Service (NHS) has indicated a preference for seeking help from teachers when dealing with mental health issues (NHS Digital, 2018). Furthermore, since students spend a significant amount of time with teachers, they may have a better understanding of and ability to address potential negative impacts of other social factors experienced by students [ 61 , 62 ].

Despite the scattered evidence supporting teachers as conductors, there has been no comprehensive systematic review conducted to examine whether teachers or psychologists are better suited as conductors for school-based universal transdiagnostic interventions aimed at promoting the mental health of children and adolescents. Therefore, it is essential to conduct a systematic review that comprehensively evaluates this question, considering the potential benefits and limitations associated with each approach.

While this review seeks to uncover the relative effectiveness of teacher-led versus psychologist-led transdiagnostic interventions in schools, it is pertinent to acknowledge existing research that sheds light on the influence of instructors' professional backgrounds on intervention outcomes. Studies such as Werner-Seidler et al. [ 13 ] and van Loon et al. [ 12 ] have conducted moderator analyses to explore this very question within the broader context of mental health interventions. For instance, Werner-Seidler et al. [ 13 ] found that interventions delivered by professionals were generally more effective than those conducted by school personnel, suggesting that the expertise and training of the conductor can significantly impact the success of the intervention. These findings, although not directly focused on universal transdiagnostic approaches, underscore the importance of considering the instructor's role in the design and implementation of school-based mental health programs. As such, insights from these studies are invaluable to our investigation, providing a foundation upon which to explore the comparative efficacy of teachers and psychologists in delivering universal school-based transdiagnostic interventions.

The development of transdiagnostic theory and applications has significantly contributed to the emergence of universal school-based transdiagnostic interventions as a novel approach for promoting the mental health and emotional well-being of children and adolescents. Although several studies have utilized validated frameworks such as mindfulness, FRIENDS (a cognitive behaviour therapy (CBT) based programs), and acceptance and commitment therapy (ACT) within this context [ 63 , 64 , 65 , 66 ], the potential benefits of transdiagnostic approaches in mental health promotion within a universal school-based context have not been systematically examined.

Furthermore, there is an evolving diversity of delivery modes for school-based universal approaches to mental health promotion [ 8 ]. These approaches can be class-based, delivering a curriculum, or they can focus on creating a positive environmental ethos at the whole school level by addressing aspects such as teacher discipline practices and reducing bullying. In those cases, the programs' participants may go beyond students and involve parents and teachers as long as the programs are conducted within the school environment. At the same time, school identification is not based on academic or instructional criteria but instead on the age of the students where it involves, considering the present study aims to examine the programs scoping at children and adolescents’ mental health. In this case, tertiary education institutions may also be involved, as the present study takes ages 10–19, defined as adolescence by WHO. Additionally, some universal approaches aim to improve the mental health atmosphere at both class and school levels. The choice of delivery mode and the individuals involved in delivering the interventions, whether teachers or psychologists, may influence the efficacy of transdiagnostic approaches in promoting the mental health and emotional well-being of children and adolescents [ 15 ]. Therefore, it is important to examine the influence of delivery mode and delivery persons in a systematic review of school-based universal transdiagnostic promotion programs.

Moreover, many studies evaluating school-based universal transdiagnostic interventions do not clearly identify themselves as transdiagnostic, even if they employ transdiagnostic protocols or practices. Additionally, studies focusing on universal transdiagnostic approaches in the school context are often unsystematic in various aspects, such as the application of transdiagnostic theoretical frameworks, leading to potential limitations in the quality of research. This is particularly relevant for school-based universal transdiagnostic interventions aimed at promoting the mental health and emotional well-being of children and adolescents. Therefore, it is crucial to conduct a systematic review to assess the research quality of school-based universal transdiagnostic interventions and provide insights on how to enhance the validity and reliability of these interventions from a research perspective. The present study represents a significant contribution as it will be the first systematic review explicitly focusing on transdiagnostic interventions for promoting children and adolescents' mental health and emotional well-being. This review distinguishes itself from others in two key aspects: firstly, it aims to identify and evaluate transdiagnostic programs explicitly, and secondly, it encompasses programs applicable to any age range within the definition of children and adolescents. While some recent systematic reviews may cover similar programs, it is important to note that certain programs adhere to transdiagnostic principles without explicitly identifying themselves as such, and they may also target the age range of similar interest but limited. For instance, Fenwick-Smith et al. [ 31 ] and Sutan et al. [ 67 ] may have some overlap with the programs under investigation. However, this study aims to provide a comprehensive analysis specifically focused on transdiagnostic interventions for children and adolescents, thereby filling a crucial research gap.

In light of these considerations, the present study aims to conduct a systematic review to provide reliable knowledge that can guide future studies and practices of school-based universal transdiagnostic approaches in promoting the mental health and emotional well-being of children and adolescents. The following research questions, derived from previous studies, will be critically examined:

How effective are universal school-based transdiagnostic interventions in promoting the mental health of children and adolescents, and what methodologies have been employed in these interventions?

Are there differences in the effectiveness of interventions with the goal of promoting mental health compared to those aimed at preventing mental disorders?

Are there any differences in outcomes between teacher-led and psychologist-led universal school-based transdiagnostic interventions?

Methodology

The present systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement [ 68 ]. The protocol was developed based on the Cochrane Handbook for systematic reviews [ 69 ].

Searching strategy

To identify relevant studies, comprehensive systematic searches were undertaken on the three databases, psycInfo, pubmed, and web of science by medical subject headings (MeSH) and text word terms: (Universal or whole-school or school-wide) AND ("mental health" OR "mental health intervention" OR "early intervention") AND (school-based OR (scho* OR educat*)) AND (Adolescen* OR child* OR teen* OR youth OR young peop* OR pupil* OR student* OR learner* OR scho*) AND (Anxi* OR depress* OR resilien* OR emotion* OR stress* OR psycho* OR wellbeing* OR prevent* OR promot*) AND (Evaluation OR (pilot OR trial) OR (comparison OR effective)) AND (treatment or psychotherapy OR "cognitive therapy" OR psychotherapy OR brief OR rational-emotive or therapy OR "treatment outcome" OR "implosive therapy" OR "exposure therapy" OR "cognitive behavioural therapy" OR "cognitive behaviour therapy" OR "cognitive behavior therapy" OR CBT OR "acceptance and commitment therapy" OR ACT OR MBCT OR "mindfulness based cognitive therapy" OR "mindfulness treatments" OR mindfulness OR "mindfulness-based stress reduction" OR "dialectical behaviour therapy" OR DBT OR "meta-cognitive therapy" OR "psychotherapy outcome" OR "unified protocol" OR UP OR "transdiagnostic therapy" OR "interpersonal therapy" OR IPT OR “Shaping Healthy Minds” OR “MATCH Protocol” OR MATCH-ADTC OR counselling OR counseling OR transdiagnostic).

The studies were included if they are qualified with the following criteria: (a) they are transdiagnostic interventions. The selection of transdiagnostic intervention followed the definition of transdiagnostic intervention posited in the literature review section, with no restriction upon the emergence of the word “transdiagnostic” in the studies. However, an explicit meta-identification under transdiagnostic framework is mandatory. (b) They are school-based. The recipients are not necessarily students. If the direct recipients are teachers or parents, through whom the effect of the intervention applied on the children or adolescents should be presented. (c) They are conducted with participants (aged over four years old) without particular holistic psychiatric features (universal). (d) They aim to promote mental health and/or emotional wellbeing. Following the justification in the literature review, preventative measures are also taken as a type of mental health promotion. (e) They are written in English; (f) published in a peer-reviewed journal.

The articles that are written in languages other than English and not peer-reviewed journals were excluded. Studies without pre-post tests were also excluded. The articles without clear frameworks or conceptual basis of interventions that make them identifiable transdiagnostic were also excluded. Studies with participants’ current student status over college-level or age over 24 were excluded. Studies employing pure qualitative measurement for mental health were excluded. In addition, studies about indicated or selective interventions were not included.

Identification and screening process

In the first stage, the search was completed, and the articles retrieved were managed with Endnote. In the second stage, after removing the duplicates, one researcher scanned the titles and abstracts of the 991 studies against the inclusion and exclusion criteria to determine their relevance to the current research. The studies with titles and abstracts that are evidently irrelevant were first discarded, and 38 articles were passed to the next stage. At stage three, the full text of the retrieved articles through this process was also examined against the following criteria. Twenty-two studies were finally included for review. At each stage, 10% of the articles that passed the initial scanning were evaluated by another researcher. The agreement was reached after a critical discussion. The whole process following the PRISMA guidelines is illustrated in Fig. 1 .

PRISMA flow diagram illustrating the selection process

Quality assessment

The present review employed Downs and Black Checklist [ 70 ] to conduct the quality assessment. This checklist includes 27 items, assessing the internal and external validity, study power, and selection bias. This checklist was chosen mainly for its’ feasibility in public health relevant studies across randomized and non-randomized designs.

Another researcher has assessed a 10% sample of studies after the first evaluation covering all shortlisted conducted by the main researcher, with only one study disagreed. Potential rating discrepancy was solved through discussion until reaching a shared decision. Considering that one of the important research purposes is to evaluate the efficacy of the school-based transdiagnostic approach in mental health and emotional wellbeing promotion, any study with poor quality was excluded to prevent a potential negative influence on study quality. The quality rating of included studies was presented in Table  1 .

Data extraction

This study extracted the research purpose, information of intervention (framework, duration, and delivery details), sample features, procedure, measurement, and outcome/result. In addition, the implementation was emphatically examined to analyze the influence of school-based delivery.

The major aim of the present study is to expose the effectiveness of universal school-based transdiagnostic interventions in promoting children and adolescents’ mental health. The outcomes of the included studies were interpreted following Cohen [ 86 ] and Hedges 87 , taking small (d = 0.2; g = 0.2), medium (d = 0.5; g = 0.5), and large (d = 0.8; g = 0.8). Some studies did not report full descriptive data; therefore, the original multilevel modeling result as coefficients was also taken [ 65 , 81 , 82 ]. Due to the heterogeneity, the specific outcomes were spelled out with narratives. For the convenience of synthesis, most of the outcomes were displayed in effect size. Some of the studies’ outcomes were demonstrated in standardized (interaction) coefficient reflected by multilevel modeling as expressed in the original articles because of the lack of relevant descriptive data to conduct secondary calculations. Only the statistically significant effects were reported.

Study selection

The database search has offered a total of 1183 results. After removing duplicates, screening titles, abstracts, and full text against the inclusion and exclusion criteria, and a manual search of the reference list for eligible articles, 23 articles were finally involved in the review.

Of the 23 articles sourced, 1 took place in both early years and primary education, 9 in primary education, 11 in secondary education, 1 in higher education (university).

Intervention characteristics

The interventions included in this study exhibit a range of objectives related to promoting the mental health of children and adolescents. The majority of interventions (n = 15) have a general aim of enhancing mental health outcomes, while some interventions (n = 5) specifically focus on the prevention of mental disorders, particularly anxiety and depressive symptoms. Additionally, two studies aim to achieve both prevention of mental disorders and the promotion of protective factors for mental health. It is worth noting that all of the interventions, either implicitly or explicitly, utilize transdiagnostic protocols. Table 1 provides a comprehensive overview of the key characteristics of these interventions, including their objectives. For a more detailed analysis, the appendixes will contain additional information such as participants' demographic data, theoretical basis, intervention delivery methods, and fidelity.

Interventions to promote

Among the interventions aimed at promoting the mental health of children and adolescents, there were several distinct approaches. Specifically, seven interventions focused on improving social and emotional learning (SEL) capabilities, which encompassed foundational skills like emotion regulation (ER) and interpersonal problem-solving [ 71 , 73 , 74 , 76 , 78 , 79 , 84 ]. All four studies that solely employed SEL principles were teacher-led interventions. In contrast, only one intervention was integrated into the regular school curriculum [ 74 ], while the remaining three utilized various forms of delivery, such as physical exercise, group discussions, and home tasks. Flynn et al. [ 76 ] implemented DBT-STEPS-A, based on dialectical behavior therapy (DBT) theory, and conducted three assessments to evaluate the targeted emotional skills.

Five interventions utilized mindfulness-based approaches to enhance protective factors and reduce risk factors, such as stress reduction ability, resilience, and emotional skills [ 63 , 64 , 75 , 79 , 88 ]. Among the four mindfulness-based interventions, three were teacher-led, while psychologists led the remaining one. L2B by Dvořáková et al. [ 75 ] differed from the other interventions as it was psychologist-led and targeted first-year undergraduates, who were predominantly within the age range of adolescents according to WHO definitions. Additionally, L2B had a longer duration of sessions, totaling approximately 640 min, which was longer than most other interventions. Kuyken et al. [ 64 ] did not provide specific details about the intervention length.

One intervention was based on Acceptance and Commitment Therapy (ACT) principles, while another intervention utilized a locally-designed transdiagnostic theory that emphasized acceptance of adverse situations [ 66 , 85 ]. The ACT intervention focused on dedicating oneself to the present moment after accepting negative experiences, whereas the locally-designed transdiagnostic intervention placed greater emphasis on the ability to regulate emotions during challenging experiences. The ACT intervention comprised lecture-based sessions held bi-weekly over four months and was led by psychologists. The locally-designed transdiagnostic intervention consisted of a two-day program followed by a half-day booster session before each follow-up and was also led by psychologists.

Two interventions solely employed Cognitive-Behavioral Therapy (CBT) principles, targeting both students and teachers. These interventions were integrated into the regular school curriculum and aimed to promote positive thinking and behaviors, enhance protective factors, reduce risk factors, and foster a positive school ethos to collectively support students' mental health (Bradshaw et al. 2013; [ 81 ]). Both interventions were teacher-led.

Three interventions integrated multiple principles, including SEL, CBT, and mindfulness, sharing characteristics mentioned above. Among them, Cook et al. [ 73 ] introduced Positive Behavioral Interventions and Supports (PBIS), a new universal practice led by teachers, in addition to SEL, to enhance the school system's support for students' mental health. The other two interventions, SEL@MS by Knight et al. [ 78 ] and L2B by Lam and Seiden [ 79 ], incorporated features of CBT and ACT principles. SEL@MS was led by teachers, while L2B was led by psychologists. All three interventions employed various forms of delivery, such as lectures, group discussions, and mindfulness practices.

Interventions to prevent

Among the interventions aimed at preventing mental disorders, several different approaches were employed. Two interventions were based on Cognitive-Behavioral Therapy (CBT) principles: Up2-D2 by Kishida et al. [ 77 ] and FRIENDS by Stallard et al. [ 65 ]. Burckhardt et al. [ 72 ] implemented an intervention based on Acceptance and Commitment Therapy (ACT), while Garcia-Escalera et al. (2020) utilized the Unified Protocol (UP) approach in their intervention (UP-A). Mendelson et al. [ 80 ] developed the RAP Club intervention, which combined elements of CBT and mindfulness-based principles.

UP-A was led by psychologists, FRIENDS by Stallard et al. [ 65 ] was conducted in both teacher-led and psychologist-led contexts to compare the efficacy influenced by different facilitators, and RAP Club was implemented by psychologists as well as community members. The remaining interventions were all teacher-led. All of these interventions aimed to prevent anxiety, depression, or both, recognizing mental disorders or symptoms as integral components of mental health promotion.

Interventions with mixed aims

The two interventions with mixed aims focus on preventing anxiety disorders while also promoting students' emotional skills. One intervention, The Adventures of DoReMiFa by Shum et al. [ 82 ], is self-conducted by students and is based on Cognitive-Behavioral Therapy (CBT) principles. It employs a combination of digital game-based and school-based settings. The intervention aims to enhance students' social and emotional capabilities through the use of digital games, which are further reinforced through school-based lectures.

The second intervention, FRIENDS by Skryabina et al. [ 83 ], is teacher-led and also based on CBT principles. Although it was originally designed to solely prevent anxiety disorders, it also aims to promote other aspects of students' mental health, such as subjective well-being (SWB). This intervention takes a comprehensive approach to address multiple dimensions of mental health alongside anxiety prevention. It emphasizes the development of emotional skills to enhance students' overall well-being.

Methodological quality

The quality of the included studies varied, with some studies rated as "poor" (34% for [ 73 ], [ 79 ], 37.5% for [ 76 ]) and others rated as "excellent" (75% for [ 78 ], 81.3% for [ 77 ]), based on the assessment criteria used.

All of the studies utilized a pre-post design to evaluate the effectiveness of the interventions. Thirteen studies employed randomized controlled trials (RCTs), with nine of them using cluster randomized controlled trials and four utilizing randomization at the individual level. Nine studies did not employ randomization, and seven studies utilized controlled trials.

The characterization of participants' demographic information, particularly age data, was often inadequately described across most studies (detailed information provided in the appendix). Only a few studies aimed to explore the contextual factors by providing information about the schools and socioeconomic backgrounds in which the interventions were conducted [ 63 , 72 ]. Additionally, there was limited information provided regarding the demographic characteristics of the teachers, despite many interventions being teacher-led. Only one study indicated the length of teachers' working experience in the education sector [ 84 ].

Sample sizes varied considerably, ranging from 58 participants [ 77 ] to 12,334 participants (Bradshaw et al. 2013). The age range of the participants generally fell between 4 and 19 years old (specific details in the appendix). While the majority of the included studies focused on the secondary education sector, it is important to note that many studies conducted in primary education targeted participants in the late-primary age range. Moreover, it is worth mentioning that most studies did not conduct a power analysis to determine an appropriate sample size that would ensure statistically significant results and valid effect sizes.

Intervention effectiveness

The outcomes are also presented in Table  1 .

Measurement of intervention outcomes

The included studies utilized a diverse range of measurements to assess the outcomes of the interventions. These measurements captured various aspects, including children and adolescents' behavioral, social, and emotional development, general mental health and emotional wellbeing, as well as anxiety and depressive disorders. Additionally, some studies also measured behavioral and emotional factors among teachers [ 71 ].

When examining the overall results, a general trend can be observed, indicating that studies with higher research quality tended to report lower and less positive effects. This observation aligns with findings reported by Mackenzie and Williams [ 9 ] and suggests that the rigor of study design and methodology may have an impact on the outcomes observed in the interventions.

Children and adolescents’ social, emotional, and behavioral development

Six studies utilized the Strengths and Difficulties Questionnaire (SDQ) to screen and evaluate emotional and behavioral problems among children and adolescents. Among these studies, only two reported statistically significant improvements, albeit of small to medium effect sizes, on the SDQ or its subscales.

For example, Kishida et al. [ 77 ] observed a significant small decrease in general difficulties (SDQ) in study 1 (Hedge's g = 0.2) and a significant medium decrease in study 2 (Hedge's g = 0.69). It is worth noting that study 1 provided teachers with 1.5 h of training and supervision by psychologists, while study 2 offered only video and paper materials, which are generally considered less effective. Additionally, the sample size in these studies was small, necessitating the use of Hedge's g instead of Cohen's d, as the former is more suitable for small samples.

In the study by Takahashi et al. [ 66 ], multilevel modeling results indicated a significant time × group interaction effect on the SDQ (β = − 0.69), suggesting a statistically significant improvement in the intervention group compared to the control group. It should be noted that although the study was school-based and involved participants from four schools, the intervention was only implemented discretely at the class level within each school, limiting the potential benefits of a positive psychological environment.

Six studies reported positive effects on the social aspects of mental health [ 71 ], Bradshaw et al. 2013; [ 78 , 80 , 81 , 84 ]. Among these studies, only one aimed to prevent mental disorders [ 80 ], while the other five aimed to promote mental health in children and adolescents. These programs primarily targeted social competence, peer relationships, prosocial behaviors, and empathy, yielding effect sizes ranging from d = 0.09 to 0.87. Notably, all five promotion programs were teacher-led, whereas the delivery of the prevention program involved collaboration between psychologists and community members.

Regarding emotional aspects, shared mechanisms across diagnoses were predominantly measured, including specific behaviors, risk and protective factors. Seven studies reported significant positive effects on these shared mechanisms. These effects encompassed reductions in aggressive/disruptive behavior (d = 0.12–0.14, [ 71 ], Bradshaw et al. 2013), improvements in inattention/hyperactivity (d = 0.06–0.29, [ 66 , 71 , 84 ]), enhancements in dysregulation (d = 0.85, [ 80 ]), emotion regulation (d = 0.11, Bradshaw et al. 2013), reductions in stress and emotion suppression (d = 0.06, 0.19, [ 74 ]), and reductions in emotional symptoms (d = 0.30–0.32, [ 76 , 84 ]). All of these studies aimed to promote mental health in children and adolescents, with three of them specifically evaluating these factors at the emotional level, targeting shared mechanisms [ 71 ], Bradshaw et al. 2013; [ 66 ]. The remaining four studies also assessed mental disorders, which will be discussed later.

Anxiety and depression disorders prevention

Seven studies demonstrated significant improvements in anxiety-related outcomes [ 65 , 66 , 72 , 74 , 77 , 88 , 89 ], with effect sizes ranging from small (d = 0.18) to high (d = 0.81). Among these studies, four aimed to prevent mental disorders. Notably, Skryabina et al. [ 83 ] examined the effectiveness of the FRIENDS intervention in both teacher-led and psychologist-led groups and found a slightly larger but significant effect size in the teacher-led group (d = 0.17) compared to the psychologist-led group (d = 0.11) when compared with the control group. This study shared a similar design and intervention (FRIENDS) with Stallard et al. [ 65 ], which was also reviewed in Mackenzie and Williams [ 9 ]. However, unlike the interpretation of Stallard et al. [ 65 ] in Mackenzie and Williams [ 9 ] that fidelity to the intervention is positively associated with better outcomes, Skryabina et al. [ 83 ] indicated a similar fidelity rate between the groups but a larger effect size in the teacher-led (school-led) group, suggesting the potential existence of a confounding variable between fidelity and conductor identity.

Six studies reported significant improvements in depression-related outcomes, with effect sizes ranging from small (d = 0.07) to high (d = 0.63). Two of these studies aimed to prevent mental disorders. It is important to note that most of the effect sizes reported for depression were medium or high, except for Dowling et al. [ 74 ], which reported extremely small effect sizes (d = 0.07). Additionally, the study by Dowling et al. [ 74 ], which focused on high school students, appeared to be an outlier in terms of its overall significant outcomes, as all of the variables it reported had very small effect sizes.

Teacher behaviour and school ethos

Berry et al. [ 71 ] evaluated teacher-student interaction using the Teacher–Pupil Observation Tool (T-POT) and found significant improvements in teacher positive behavior (d = 0.31) and class negative behavior toward the teacher (d = 0.31). Although this aspect was not the primary focus of the study, the improved interaction between teachers and students indirectly indicates enhancements in students' social and emotional development.

Regarding the improvement of school ethos in terms of children and adolescents' mental health and emotional wellbeing, there were two studies. Only Sawyer et al. [ 81 ] reported significant effects on the school ethos as reflected in multilevel modeling. They found a group × time rating on teacher-rated school climate (coefficient = 0.600, SE = 0.290) and student-rated school climate (coefficient = -1.392, SE = 0.252). However, it is worth noting that the evaluations by teachers and students showed contradictory results in this study.

Fidelity measurements were reported in the appendix of the studies. Some studies employed self-rated measurements [ 65 , 71 , 72 , 74 , 75 , 77 , 78 , 81 , 83 , 84 , 88 ], while others used external ratings [ 90 ]. However, it is important to note that many studies did not report the methods used for fidelity rating.

Due to the high heterogeneity of the studies, the relationship between fidelity and outcomes is not clear. As mentioned earlier, this relationship may be simply linear, but further investigation is needed to establish a clearer understanding.

This systematic review represents the first comprehensive examination of the effectiveness of universal school-based transdiagnostic interventions in promoting the mental health and emotional well-being of children and adolescents. It aims to bridge the gap between mental health promotion and mental disorders prevention by considering studies that explicitly focus on either aspect and those that view mental disorders prevention as a component of mental health promotion. Additionally, the review explores the potential impact of the roles played by teachers and psychologists in the effectiveness of these interventions, given that they are the most commonly involved professionals in promoting the mental health of children and adolescents.

How effective are universal school-based transdiagnostic interventions that promote mental health or emotional wellbeing?

Based on the reviewed articles in this study, the overall effectiveness of universal school-based transdiagnostic interventions in promoting the mental health of children and adolescents is modest, consistent with a previous review that did not specifically focus on transdiagnostic methods [ 9 ]. However, considering the broad scope of transdiagnostic interventions, the overall effectiveness is noteworthy, as more than half of the included studies reported significant positive outcomes across a wide range of risk/protective factors, socio-emotional domains, and mental health disorders. This suggests that transdiagnostic approaches have had a widespread impact on the mental health of children and adolescents, particularly in promoting protective factors such as social and emotional competence, self-esteem, and self-regulation. Furthermore, there appears to be a positive association between study quality and the breadth of effective outcomes.

However, it is important to note that the effect sizes of interventions claiming to promote mental health were generally smaller compared to those targeting the prevention of mental disorders. Studies with the aim of preventing mental disorders were more likely to demonstrate larger effect sizes, albeit on a narrower range of factors, primarily anxiety and depressive disorders. While quantitative comparisons between promotion and prevention programs were limited due to heterogeneity, merging these two types of universal school-based transdiagnostic interventions and making appropriate adjustments to serve both aims simultaneously could potentially enhance overall effectiveness, as demonstrated in Cook et al. [ 73 ].

From a methodological perspective, the field of universal school-based transdiagnostic interventions for promoting children and adolescents' mental health is still in its early stages of development. Only half of the included studies employed randomized controlled trial (RCT) designs, with many others being pilot studies. This indicates that most universal school-based transdiagnostic programs are still in the developmental phase and require further testing. Only a few studies have been conducted with large samples, while many pilot studies of newly developed or adjusted programs exhibit relatively low research quality. Additionally, power analysis was rarely conducted, resulting in underpowered pilot studies with small sample sizes.

The validity and reliability of outcome measurements in intervention studies are also questionable. Various measurements were used to evaluate students' mental health, but many of them lack previous validation from scientific studies. The compatibility between the measurements and the specific aspects of mental health targeted by the interventions may be weak, particularly when self-developed measurements were used without scientific validation. Furthermore, follow-up assessments of interventions were inadequate in most studies. The majority only conducted pre- and post-tests, often with short-term post-test assessments. Only a small proportion of studies included multiple follow-ups with longer intervals. These studies revealed varying effects in the closest follow-up/post-test to the intervention and subsequent relapses in later follow-ups, suggesting potential near and far transfer effects. However, these effects were not further investigated in the studies, and the lack of extended follow-up assessments hindered a comprehensive understanding of intervention outcomes.

The difference between teacher-led and psychologist-led interventions

Teacher-led interventions are the most common type of universal school-based interventions in promoting children and adolescents' mental health [ 91 ]. These interventions have been found to be more effective when applied to a large group of students. However, there are some concerns regarding teacher-led interventions highlighted in this review.

Firstly, as non-professional conductors, teachers require training to effectively deliver interventions. This training process can be time-consuming and financially burdensome, which may limit schools' willingness to adopt such interventions [ 76 ]. Moreover, the training of teachers is typically conducted by program developers or professional psychologists. This raises a potential confounding variable, as the students who receive the interventions may be exposed to secondary knowledge, despite their preference for teacher-led interventions. Regarding the training variable, one study included in this review compared psychologist-led training with supervision to self-conducted training using text and video resources. Surprisingly, the self-trained teachers achieved better outcomes when delivering the intervention [ 65 ].

Secondly, while interventions at the individual level are important, there is also a focus on school-wide effects and improving the general school ethos. In these cases, teachers have an advantage over psychologists due to their familiarity with the school system and class atmosphere [ 73 ]. However, among the studies included in this review, only two attempted to improve the school ethos to promote children and adolescents' mental health, and only one of them reported significant positive effects on the school environment [ 81 ]. Notably, the study that did not report significant effects on the school atmosphere was teacher-led, while the other study did not specify the identity of the conductors. Additionally, the studies reporting no significant effects were conducted on small samples, which may not fully represent schools. Therefore, it remains unclear whether psychologist-led or teacher-led delivery is more effective, as psychologists may have advantages in smaller sample sizes.

Thirdly, teacher-led delivery is more likely to be compatible with interventions embedded in the normal school curriculum. Only one study included in this review embedded the intervention in the regular school curriculum, and it was teacher-led [ 74 ]. While this single study may not be generalizable, it suggests that school curricula, especially at higher levels, are more lecture-based, which may lead to lecture-based interventions being embedded. However, most of the studies included in this review did not solely rely on lectures,instead, they utilized multiple forms of delivery, such as group discussions, physical exercises, and even digital games [ 82 ]. Therefore, the combination of teacher-led delivery and interventions embedded in the school curriculum may not necessarily align with the transdiagnostic approach.

The scope of transdiagnostic frameworks

The studies included in the present review demonstrate a diverse range of theoretical frameworks. While traditional cognitive-behavioral therapy (CBT), mindfulness-based approaches, unified protocols (UP), and acceptance and commitment therapy (ACT) account for more than half of the interventions reviewed, there are also several studies that do not explicitly align with a specific theoretical framework. Instead, these studies focus on promoting children and adolescents' mental health through enhancing their social and emotional learning (SEL) in a transdiagnostic manner (e.g., [ 76 , 79 ]).

Despite lacking a specific theoretical basis, these SEL-focused interventions have been shown to positively impact transdiagnostic constructs, particularly social and emotional factors, as mentioned earlier. As a result, these studies provide evidence supporting the acceptance of SEL interventions as a shared mechanism of transdiagnostic interventions. By recognizing the influence of social and emotional factors on various mental health conditions, the present review aims to promote the development of transdiagnostic theories.

In summary, while traditional CBT, mindfulness-based approaches, UP, and ACT are commonly utilized in transdiagnostic interventions, there is also a recognition of the importance of social and emotional learning as a transdiagnostic mechanism. The inclusion of studies focusing on SEL interventions without a specific theoretical basis contributes to expanding the understanding and development of transdiagnostic theories in promoting children and adolescents' mental health.

The present systematic review aims to provide an overview of universal school-based interventions for promoting mental health in children and adolescents. The evidence gathered suggests that these interventions have a small to medium effect on a wide range of factors influencing mental health. The effectiveness of universal school-based transdiagnostic interventions is supported by the observed improvements across various mental disorders and the identification of shared mechanisms that impact different aspects of mental health.

A critical discussion within the review highlights the existing separation between the concepts of mental health promotion and mental disorders prevention. It suggests that merging the advantages of both approaches could lead to better outcomes. However, due to the lack of relevant data, a conclusive comparison between teacher-led and psychologist-led delivery of interventions could not be made. The review acknowledges that its analyses were based on desk research and may not capture the real-world challenges of conducting intervention research in school settings. Therefore, it emphasizes the need for more experimental studies to investigate and validate the suggested orientations provided by the review.

In summary, the present systematic review provides insights into universal school-based interventions for promoting mental health in children and adolescents. It underscores the positive effects observed across various mental health domains and emphasizes the potential benefits of integrating mental health promotion and mental disorders prevention approaches. While acknowledging the limitations of desk-based research, the review calls for more empirical studies to further explore and validate the suggested orientations for intervention delivery.

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Wang, P., Wang, Z. & Qiu, S. Universal, school-based transdiagnostic interventions to promote mental health and emotional wellbeing: a systematic review. Child Adolesc Psychiatry Ment Health 18 , 47 (2024). https://doi.org/10.1186/s13034-024-00735-x

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Received : 09 January 2024

Accepted : 20 March 2024

Published : 10 April 2024

DOI : https://doi.org/10.1186/s13034-024-00735-x

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• Transdiagnostic
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Child and Adolescent Psychiatry and Mental Health

ISSN: 1753-2000

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College of Education

Regan Trexel honored as recipient of 2024 Iowa Direct Support Professional of the Year

University of Iowa student Regan Trexel has been named the Iowa Direct Support Professional of the Year by ANCOR, the leading voice in Washington for community-based disability services providers. 

Trexel is the lead social engagement peer mentor at UI REACH. She is a graduate student pursuing a Masters of Science in Health and Human Physiology, Sub-Track in Child Life from Altoona, Iowa. She received her Bachelor of Science degree from the University of Iowa in therapeutic recreation. 

She has been involved with UI REACH as an undergraduate and a graduate student.  UI REACH (Realizing Educational and Career Hopes) is nested in the UI College of Education and is a comprehensive transition program for college-age students with intellectual, cognitive, and learning disabilities. UI REACH offers an integrated college experience in a caring and structured environment.

“I was very set on continuing to stay at REACH while being here. It’s been a big part of my college career. It was very related to my major, so it felt like I was kind of practicing my major just on the regular.” – Regan Trexal, lead social engagement peer mentor at UI REACH

Trexel first heard about the UI REACH program in her disabilities studies class. At the time she was looking for a job that aligned with her studies, so she applied to UI REACH and began working as a mentor in 2021, the fall of her sophomore year. In that role she took part in activities nights for UI REACH students, such as playing Nintendo Switch, watching movies, and going downtown to get froyo. She also worked one on one with students. In the spring semester of 2022, she started working as the lead activities mentor. In addition to coordinating activities and helping students meet their goals, Trexel provides tours to students and families interested in the UI REACH program. Trexel says those in the UI REACH program are amazing students who want to learn and succeed. 

“Because I've been with the program for so long, I've seen some students come in and I'll see them leave, which is kind of unique for student employees,” Trexel says. “So, it's very interesting to see growth that students are making.”

Trexel says watching UI REACH students graduate is a special moment, but it’s also bittersweet to see students leave the program. 

UI REACH has also allowed Trexel to build friendship with her colleagues. 

“So many of my peers worked as mentors, so I built a very good social circle through that with my coworkers,” Trexel says. 

UI REACH Director Bill Loyd says the program is better because of the passion and dedication Trexel brings to her work. 

“Student staff are vital to the array of supports offered to UI REACH students. From providing assistance to navigating campus, assistance with attaining independent living and social skills, or just being there to listen to a student who is struggling, our student staff make tremendous impact,” Loyd says. “Mentors like Regan take their jobs to heart and know that the time spent with our students pays off. I’m thrilled that the work that Regan and our other student staff are doing is getting recognition on a national platform. ”

Regan was recognized for her outstanding commitment to UI REACH at an awards ceremony during ANCOR Connect ‘24 on Wednesday, April 10, at the Santa Fe Community Convention Center in Santa Fe, New Mexico.

“DSPs really and truly do it all, and it’s no exaggeration to say that this year’s class of honorees deliver transformative and sometimes life-saving supports to the people who accept their services,” Barbara Merrill, chief executive officer for ANCOR says. “People like Regan and all 55 of the 2024 honorees are perfect reminders of why ANCOR works tirelessly to advocate on behalf of the direct support workforce and the incredible work our DSPs do to support people in the community.”

After completing her master’s program, Trexel hopes to work as a child life specialist. 

Athletics and UI REACH a slam dunk for students with disabilities

Social emotional learning inspires school counseling graduate student Ryan Frank

Feeling connected while studying abroad in Ghana as a non-traditional student

SEL teaches kids to deal with their emotions. It's under attack as 'woke' indoctrination.

STORM LAKE — Surrounded by 13 wriggling classmates sitting on a colorful mat, kindergartner Dara Peralta-Ponce thought briefly as her teacher asked her what made her unique.

In a quiet voice, Dara talked about holding her friend's hand to comfort her when she was feeling bad.

Her story of kindness helped kick off a conversation in teacher Teresa Miller's classroom about what made each student different and special.

As happens in elementary classrooms, many of the students — instead of listening quietly while sitting crisscross applesauce — began calling out answers. Miller gently encouraged students to sit on their bottoms.

"Get your eyes up here, because you have a good brain, and I want you to use it," she said, redirecting the children back to the day's lesson.

The exercise is part of a larger push this school year in the Storm Lake Community School District to incorporate social-emotional learning into the first 15 minutes of elementary students’ day.

Educators in the northwest Iowa district see social-emotional learning, known as SEL, as a benign way to teach children how to cope with their feelings constructively and get along with fellow classmates.

But SEL has taken on a much more sinister aspect among many conservatives, who have dismissed it as a thinly veiled attempt at liberal indoctrination in public schools. Florida lawmakers have banned its use in schools.

Others have compared it to critical race theory — the study of systemic racism in U.S. institutions that has become a target of conservative lawmakers and parents .

In deep red Iowa, SEL increasingly has come under attack from Republicans as allegedly engaging in "woke" principles and endorsing a left-leaning political agenda. Lawmakers have introduced legislation to eliminate teaching social-emotional learning, along with critical race theory.

And the Iowa Department of Education has scrubbed reams of SEL links and documents from its website — material that districts had relied on to help instruct students — as part of what the department called a "review."

In Storm Lake, SEL means calming messages, music, meditation or dance

But Iowa districts like Storm Lake remain committed to SEL instruction, saying it has proven invaluable in helping young children and teens cope with unsettling emotions such as fear, anger or anxiety by learning problem-solving techniques and building connections between students and staff.

Educators say students are able to learn better when they feel connected and safe. That, in turn, builds better classrooms, schools and communities, they contend.

“Nurturing SEL skills isn't merely about individual growth; it's about building a community where empathy, resilience, and interpersonal understanding thrive — a society we all, I hope, desire to live in,” said Storm Lake Superintendent Stacey Cole.

In Storm Lake, the SEL initiative is known as the morning message. An elementary student's day will often start with some variation of quiet music and meditation or dancing before a short discussion.

Some teachers have a daily check-in system — which parents can opt out of — meant to help identify students or families who might need additional help. The district also has begun offering a new leadership class to its high school students.

“We decided that we wanted the building to be a calming environment,” said Storm Lake Elementary Principal Barb Lange of the elementary school’s morning message routine.

Lawmakers introduce bills to restrict SEL; some parents raise concerns

In Iowa, at least two bills have been introduced since 2023 aimed at curbing or ending social-emotional learning and related practices in schools. 

In early February, House Republicans put forward House File 2545 (formerly House File 2329) that would have required the Iowa Department of Education to create a “plan to eliminate the teaching of critical race theory and social and emotional learning.” Lawmakers have since removed the requirement from the bill.  

Much of the bill focuses on a required review of the state’s high school graduation requirements, core curriculum, core content standards and educational standards. It remains alive for possible passage this legislative session.

Gov. Kim Reynolds’ office did not respond to a request for comment about the bill. 

During the 2023 legislative session, state Sen. Sandy Salmon introduced Senate File 85 which would have prohibited the Iowa Department of Education from featuring on its website or "otherwise disseminating any references or materials related to or created" for Collaborative for Academic, Social and Emotional Learning, SEL or "using such materials as a framework for social and emotional learning.”

Most of the bill focused on requiring parental consent before students take surveys in schools. 

Collaborative for Academic, Social and Emotional Learning or CASEL is a nonprofit, nonpartisan clearinghouse for SEL programs used worldwide.  

Salmon did not return requests for comment. 

Researchers and educators say much of the backlash toward SEL comes from misinformation.

During a Feb. 13 committee hearing for House File 2545, bill co-sponsor state Rep. Skyler Wheeler, R-Hull, compared social-emotional learning with critical race theory.

At the time, Wheeler expressed concern that the methods could be used to "install and insert some of these different things to divide kids based off of traits they can't control," such as their race.  

Linn-Mar and Van Meter school districts have both made headlines after parents and caregivers protested the district's use of SEL. Van Meter community members also asked the district to drop curriculum curated by CASEL, accusing it of teaching kids "gender ideology." Van Meter ultimately stuck with its curriculum .

SEL 'happens everywhere' during the school day

Researchers say there is little to no evidence to back up concerns about SEL.

Yale Child Study Center associate professor Christina Cipriano and her colleagues conducted a worldwide study of more than 400 SEL curriculums and accompanying materials over a 13-year period. The team found no content that included critical race theory or references to antiracist practices.

A search during the study for content about patriotism also yielded no results, she said.  

"Our science suggests that CRT is not embedded within SEL programs," Cipriano said.  

In addition, removing SEL from schools would not be an easy process. 

“It happens everywhere,” said Alyson Finley, Des Moines Public Schools director of student services. “In the lunchroom, how we say 'please' and 'thank you,' how we walk through the lunch line, how we sit together with our peers and talk with them.” 

Related: Rural Iowa has a mental health care crisis, and school superintendents want more help

The Iowa Department of Education's 2022 report on Social-Emotional Learning Competencies backs up how commonplace SEL is in schools.

“While there are many methods of initiating something considered ‘new’ in a school’s systems, it is important to remember that social-emotional learning is already taking place every day in schools,” the report states. 

Iowa Department of Education removes SEL references

Even so, the state Department of Education has made attempts to move away from SEL.

In 2023, with what educators say was no notice, the department removed most of its guidance and references to SEL and CASEL from its website, dozens of links, as well as SEL-related news releases, documents and guidance.

Information related to SEL and CASEL was removed as part of a review the department was conducting as it got ready to move content to a new website, said Heather Doe, the department’s spokesperson, in May.

Related: Disruption or free speech? Linn-Mar mom sues over yearlong ban from school board meetings

“As part of that work, we are working through web content in regards to plain language and to ensure the information and resources we share are accurate, timely and relevant,” Doe said.

The website changes have been completed, but most of the references to SEL have been removed.

No federal mandates or laws require a state to provide schools with SEL resources, Doe said. Districts make their own curriculum decisions including “curricular materials, textbooks and other classroom materials,” she said at the time.

If asked, the state will help districts look for resources, she said.

"The department provides many resources and supports to promote student engagement in learning, which include employability skills, behavior management, responsible decision-making, and setting and achieving positive goals," Doe said earlier this month.

The department’s student services webpage includes information on behavioral health screening, healthy and safe learning environments, protecting student safety and supports for learning and performance, Doe said.

The department's school counseling page offers additional information on bullying and harassment and Positive Behavioral Interventions and Supports or PBIS.

The Department of Education also provides support for "schools to establish therapeutic classrooms to support learners whose emotional, social or behavioral needs interfere with their ability to be successful in their current classroom environment and provides resources to support the mental health needs of students," she said.

But none of that is the social-emotional learning competencies and guidance that districts say was so valuable.

The Department of Education’s materials served as “the foundation for everything we do,” said Matt Cretsinger, Marshalltown Community School District director of special services.

Without that guidance, each district is forced to create its own social-emotional learning curriculum from scratch, he said. Then the issue becomes whether students across the state are learning similar skills, he said.

Several education experts and school officials said the state's move away from SEL is puzzling because studies and anecdotal evidence show the benefits.

The skills students learn from social-emotional learning help them in and out of school, said Maurice Elias, a psychology professor at Rutgers University and director of the Rutgers Social-Emotional and Character Development Lab.

"They should take off the term 'education' from the department's name," Elias said. "Their decision reflects miseducation. Better, Department of Ideology, or Political Expediency."

Kids are not 'crybabies' for embracing their feelings, teacher says

While the political debate around SEL continues, Storm Lake officials have no plans to change their approach.

“Psychologists stress that research highlights the crucial role of Social and Emotional Learning (SEL) skills in fostering student learning, mental health, and overall well-being,” Cole said. “Yet, if bans succeed, it's our children and teenagers — many of whom are already grappling with crises — who will bear the brunt. At a time when anxiety, depression, and suicidal tendencies are escalating, depriving them of SEL support would exacerbate these issues.”

Often, parents of younger students tell staff they are concerned their child lacks self-awareness, social awareness, self-management and other crucial skills, Cole said.

“If we fail to prioritize the development of these skills, we risk shaping a society that falls short of our collective aspirations,” she said.

It will be a few months before the district has enough data to measure the impact of the focus on social-emotional learning for Storm Lake's students, officials said.

“We know that our students are coming from some trauma situations. They're coming from low socioeconomic situations," Lange said. "We want to meet them where they're at. And this seemed to be a really good fit for us. We have seen other teachers trying it, and it was working and we wanted to build (on that work).”

Miller knows students have come through her classroom in the past who needed more support. She appreciates that there is now a strategy in place that focuses on all of a child's needs.

“Sometimes I think people get the idea that if a child is acting out it is because they weren't disciplined or there's no structure in the home,” she said.

In reality, they may be dealing with a big issue in their personal life, Miller said.

“I think it's nice that now they're recognizing it openly,” she said of people embracing their feelings. “I know that some older people will say, ‘Oh, you're just a bunch of crybabies now’ … and it's like ‘No, we're just finally realizing that stuff hurts, and it's OK to have those feelings, and it's proper to deal with them.’”

Samantha Hernandez covers education for the Register. Reach her at (515) 851-0982 or  [email protected] . Follow her on Twitter at  @svhernandez  or Facebook at  facebook.com/svhernandezreporter .

Vol. 25 No. 1 (2024): Current Issues in Education’s Spring Issue

Welcome to the Spring issue of Current Issues in Education, where we embark on a journey through the dynamic landscape of contemporary educational research. In this edition, we are delighted to present a collection of insightful papers that delve into critical topics shaping the field of education today.

As we navigate the complexities of education, one recurring theme that emerges from our exploration is the pursuit of equity and social justice. From examining the limitations in education in regards to developing the possible selves of young Black men through Hip Hop-based education (Robinson, 2024) to identifying barriers to parental involvement in early childhood education (Wildmon et al., 2024) or beginning teachers’struggles in regards to students’ and their own social-emotional development and needs (Martin, 2024), the papers in this issue underscore the importance of ensuring equitable access to quality education for all learners. Through rigorous inquiry, the authors shed light on the challenges faced by marginalized communities and advocate for inclusive practices that empower every student.

Another prominent theme that permeates the research presented here is the need for adaptability and resilience in education. Whether it is navigating the transformation of courses between different modalities in higher education (Bernauer et al., 2024) or responding to the disruptions caused by the COVID-19 pandemic (Scheopner Torres & D’Souza, 2024), educators and institutions must be flexible and innovative to meet learners' evolving needs, which are changing rapidly due to broader societal demands (e.g., Caddy & Sandilands, 2019).The papers in this issue provide valuable insights that can help in building resilient educational systems capable of withstanding 21st-century challenges and re-emphasize the importance of communities, both those of practice and local, in shaping the experiences of teachers and students. 

As lead editors, we extend our gratitude to the authors for their dedication to advancing knowledge in the field of education. We also express appreciation to the reviewers and editorial team for their meticulous attention to detail and commitment to academic excellence.

We invite you to immerse yourself in the rich tapestry of research presented in this issue, engage with the findings and insights, and join us in the ongoing dialogue surrounding the future of education. Together, let us work towards building a more equitable, resilient, and inclusive educational landscape for generations to come.

Warm regards,

Tipsuda Chaomuangkhong and Bregje van Geffen

Lead Editors of Current Issues in Education

References:

Bernauer, J.A., Fuller, R.G., & Cassels, A.M. (2024). Transforming courses across teaching modalities in higher education. Current Issues in Education, 25 (1). https://doi.org/10.14507/cie.vol25iss1.2157

Caddy, J., & Sandilands, R. (2019). Analytical Framework for Case Study Collection Effective Learning Environments . OECD.

Martin, P.C. (2024). Teacher SEL Space: Addressing Beginning Teachers’ Social Emotionalm Learning in a Support Group Structure. Current Issues in Education, 25 (3). https://doi.org/10.14507 /cie.vol25iss1.2186

Robinson, S. R. (2024). Hip Hop, social reproduction, and the possible selves of young Black men. Current Issues in Education, 25 (1).   https://doi.org/10.14507/cie.vol25iss1.2143

Scheopner Torres, A., & D’Souza, L. A. (2024). Pipeline disruption: The impact of COVID-19 on the next generation of teachers. Current Issues in Education, 25 (1). https://doi.org/10.14507/cie.vol25iss1.2125

Wildmon, M.E., Anthony, K.V., & Kamau, Z.J. (2024). Identifying and navigating the barriers of parental involvement in early childhood education. Current Issues in Education, 25 (1).  https://doi.org/10.14507/cie.vol25iss1.2146

Picture: " Education is All " by cogdogblog is licensed under CC BY 2.0 .

Teacher SEL Space: Addressing Beginning Teachers’ Social Emotional Learning in a Support Group Structure

Identifying and navigating the barriers of parental involvement in early childhood education, pipeline disruption: the impact of covid-19 on the next generation of teachers, transforming courses across teaching modalities in higher education, hip hop, social reproduction, and the possible selves of young black men, make a submission, journal summary.

Current Issues in Education ( CIE; ISSN 1099-839X) is an open access, peer-reviewed academic education journal produced by doctoral students at the Mary Lou Fulton Teachers College of Arizona State University. The journal’s mission is to advance scholarly thought by publishing articles that promote dialogue, research, practice, and policy, and to advance a community of scholarship.

CIE publishes articles on a broad range of education topics that are timely and have relevance nationally and internationally. We seek innovative scholarship that tackles challenging issues facing education using various theoretical perspectives and methodological approaches. CIE welcomes original research, practitioner experience papers, and submissions in alternative formats.

Authors wishing to submit a manuscript for peer review must register for a journal account and should examine our author guidelines . As an open-access journal, authors maintain the copyright to their published work. 

To enhance diversity and inclusion in scholarly publication, and support a greater global exchange of knowledge, CIE does not charge any fee to authors at any stage of the publication process. 

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