2016/02/02 by Eva Oberle, Celene E. Domitrovich, Duncan C. Meyers +1
Social Sciences · #Early Childhood Education and Development #Parental Involvement in Education #Youth Development and Social Support
paper · doi:10.1080/0305764x.2015.1125450
openalex publication_date 2016/02/02 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28
Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic approach to implementing SEL school-wide is introduced. It is argued that school-wide SEL maximises the benefits of SEL programming by becoming the organising framework for fostering students’ potential as scholars, community members, and citizens. Further, a Theory of Action (ToA) developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) is presented that serves as a blueprint for implementing systemic SEL in schools. Potential challenges and barriers involved in moving toward school-wide SEL implementation are considered and discussed.