SEL-7100

CASEL Program Guide Review Team. (2020). Evidence-based social and emotional learning programs: CASEL criteria and updates. CASEL. https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf
This 26-page document explains the selection criteria CASEL uses when evaluating and categorizing SEL programs. It is recommended that you review the entire document (and maintain a copy for easy reference to numerous scholarly references you can utilize in the future!). It is essential that you read the Purpose and Overview on pages 5-6 through Section 1, Background on pages 6 through 8.

Cipriano, C., Ha, C., Wood, M., Sehgal, K., Ahmad, E., & McCarthy, M. F. (2024). A systematic review and meta-analysis of the effects of universal school-based SEL programs in the United States: Considerations for marginalized students. Social and Emotional Learning: Research, Practice, and Policy, 3. https://doi.org/10.1016/j.sel.2024.100029
Read this meta-analysis of research conducted on 90 universal school-based SEL programs. 47 of the programs are named and include citations (often linked in the document) to the study (or studies) conducted on the program. You can use the findings from the meta-analysis and the studies to support your report for this week’s assignment.

Collaborative for Academic, Social, and Emotional Learning (CASEL). (2022). State scan of SEL standards: SEL in state standards for preschool to grade 12. https://casel.org/2022-state-scan
Read this brief to familiarize yourself with key findings that capture the landscape of SEL across the United States.

CASEL. (2021). How to use the CASEL guide to social and emotional learning (SEL) programs. https://casel.s3.us-east-2.amazonaws.com/sites/4/PROGRAM-GUIDE-QUICK-START-DOWNLOAD.pdf
A quick guide (2 pages) to help you navigate CASEL’s web-based program guide.

Januszkiewicz, E., Martin, L. A., McNichol, J. M., Sainvilus, P., & Mulvaney, T. (2023). Social-emotional learning spanning P-12 through higher education: SEL instruction from primary through post-secondary. In R. Rahimi & D. Liston (Eds.), Exploring social emotional learning in diverse academic settings (pp. 23-41). IGI Global Scientific Publishing. https://doi.org/10.4018/978-1-6684-7227-9.ch002
This chapter reviews the literature on SEL programming from primary through post-secondary education. The chapter examines issues of equity, culturally responsive teaching, and provides supportive strategies.

Elmi, C. (2020). Integrating social emotional learning strategies in higher education. European Journal of Investigation in Health, Psychology and Education, 10(3), 848–858. https://doi.org/10.3390/ejihpe10030061
This article is focused on implementing SEL in higher education science, technology, engineering, and mathematics (STEM) programs.

Socas, J. (2017). Infusing social and emotional learning (SEL) into the community college curriculum. Community College Journal of Research & Practice, 41(12), 901–904. https://doi.org/10.1080/10668926.2016.1244497
This study supports the infusion of SEL into course curriculum in community colleges.

Evans, R. (2022). Using social and emotional learning (SEL) practices, post-COVID, to close the gap in distance learning in the community college. Community College Enterprise, 28(1), 74–85.
This article provides concrete, practical ways instructors can build a supportive online learning environment through the integration of SEL.

Azaoui, S., & Boumadhi, A. (2023). Un active pedagogy in university e-learning for the construction of social and emotional skills. The Journal of Quality in Education, 13(22).
This quantitative study identifies activities and active teaching methods for developing students’ social and emotional skills in the online higher education environment.

Stocker, S. L., & Gallagher, K. M. (2019). Alleviating anxiety and altering appraisals: Social-emotional learning in the college classroom. College Teaching, 67(1), 23–35. https://doi.org/10.1080/87567555.2018.1515722
This is a study of a semester-long SEL program demonstrating improvement in students’ ability to appraise stressors as positive challenges, rather than threats.

Egan, H., O’Hara, M., Cook, A., & Mantzios, M. (2021). Mindfulness, self-compassion, resiliency and wellbeing in higher education: A recipe to increase academic performance. Journal of Further and Higher Education, 46(3), 301–311. https://doi.org/10.1080/0309877X.2021.1912306
This study provides evidence of strong, clear associations between better academic performance and higher resiliency, mindfulness and self-compassion.

Simion, A. (2023). The impact of socio-emotional learning (SEL) on academic evaluation in higher education. Educatia 21(24), 110–117. https://doi.org/10.24193/ed21.2023.24.11
This study explores how students in higher education perceive their experiences related to assessment, performance, anxieties, insecurities, and self-management.

Biber, D. (2020). Social emotional learning for a college classroom. College Teaching, 68(1), 49–52. https://doi.org/10.1080/87567555.2019.1709408
This article discusses the benefits of SEL through gratitude and self-compassion training in the college classroom.

Mondi, C.F., Giovanelli, A., & Reynolds, A.J. (2021). Fostering socio-emotional learning through early childhood intervention. ICEP 15, 6. https://doi.org/10.1186/s40723-021-00084-8
This is a review of the research on the impacts of early childhood programs on SEL.

Mangrio, E., Pettersson, A., & Ivarsson, A. S. (2024). SEL programs promote students’ wellbeing and relationships: Teachers’ experiences in a qualitative evidence synthesis. Cogent Psychology, 11(1). https://doi.org.10.1080/23311908.2024.2435097
This is a thematic meta-analysis that describes teachers’ experiences implementing SEL programs to students and their perceived effect on students’ mental well-being.

Mortari, L., Valbusa, F., & Bombieri, R. (2024). “The Nous Project”: A SEL program to promote emotional self-understanding in elementary school children. Social and Emotional Learning: Research, Practice, and Policy, 4. https://doi.org.10.1016/j.sel.2024.100060
This is a study of the Nous Project in Italy.

Cheng, W., Lei, P.-W., & Diperna, J. C. (2023). Using a person-centered analysis to examine second-grade outcomes of a universal SEL program. School Psychology, 38(4), 225–237.
This is a study of the Social Skills Improvement System Classwide Intervention Program with second graders.