Using children’s literature to strengthen social and emotional learning
Abstract
The introductory article to this special edition of School Psychology International, “Using Children’s Literature to Strengthen Social and Emotional Learning,” describes the need for a broader base of support for children’s mental health needs. Both nationally and internationally, the limited number of mental health professionals demands alternative options for the delivery of mental health services. Schools are recommended as one proposed venue for providing these services to children and youth. As such, teachers need easy-to-use basic information about mental health resources that are viable, yet rely on minimal professional support and supervision. One option is bibliotherapy, using books and stories to support social emotional needs. From the mental health perspective of both prevention and intervention, bibliotherapy is proposed not just as a professional’s therapeutic tool, but also as a layman’s resource to address students’ basic social emotional needs. We offer resources from a website that includes basic bibliotherapy lesson plans, posters, activities, and video clips—all centered on the five foundational competencies identified by the Collaborative for Academic, Social, and Emotional Learning (CASEL). This website [ http://education.byu.edu/sociallearning ] is geared to educators and mental health professionals who work with elementary school children, ages 5–11.
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Creative bibliotherapy has been used in mental health and social care to improve outcomes.
“Creative bibliotherapy has been used in mental health and social care to improve outcomes”
From Recent developments in bibliotherapy for adolescent depression (2025) · cites this paper as [49]
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Children’s literature to promote students’ global development and wellbeing
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“These resources have been developed for teachers to use in bibliotherapy programs and are underpinned by the CASEL framework, providing opportunities for teachers to use literature and bibliotherapy approaches for social-emotional learning (Heath et al., 2017).”
THE CONSTRUCTION OF CHILDREN MORAL REASONING IN STRENGTHENING SELF-CONTROL
Qomariyah, U., & Neina, Q. A. (2020) · RETORIKA Jurnal Bahasa Sastra dan Pengajarannya · doi:10.26858/retorika.v13i2.12436 · Cited by 1 · see citing works
Resimli Çocuk Kitaplarında Sosyal Problem Çözme Becerilerinin İncelenmesi
Akyol, N. A., & Sunduvaç, H. (2023) · Cumhuriyet International Journal of Education · doi:10.30703/cije.1241715 · Cited by 1 · see citing works
A Biblioguidance Approach to Fostering Students’ Self-Efficacy to Advocate for Health
Banas, J. R., & Gershon, S. (2023) · Pedagogy in Health Promotion · doi:10.1177/23733799231214970 · Cited by 1 · see citing works
“…a new appreciation for one’s own and other’s cultures, improved coping and interpersonal skills, improved self-esteem, new hope, a sense of agency, empathy, feelings of empowerment, and increased self-efficacy (Banas, Valley, & Chaudri, 2021; Byrd et al., 2021; Heath et al., 2017; Kiser, 2017).”
BackgroundPeters, A. J. (2021) · Digital Commons - ACU (Abilene Christian University) · Cited by 1 · see citing works
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.002.0006 · Cited by 1 · see citing works
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.003.0005
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.003.0004
Know Yourself and Your Responsibilities
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.003.0001
Review and Document the Process
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.003.0007
Schanbacher, K. (2019) · SUNY Digital Repository Support (State University of New York System)
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.003.0006
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.003.0002
Students Serving Moms and Meeting the Social and Emotional Needs of Children
Reister, M., Andren, M., & Dichard, M. A. (2021) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-7998-7464-5.ch014
Reid, K. (2021) · Queensland University of Technology · doi:10.5204/thesis.eprints.211477
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.003.0008
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.003.0003
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.003.0009
Preservice Teachers' Critical Analysis of Features and Messages in Graphic Novels
Falk-Ross, F. C., & Linder, R. A. (2022) · Advances in educational technologies and instructional design book series · doi:10.4018/978-1-6684-4313-2.ch008
Engaging Children in Spiritual Conversations Through Children's Books
Kirmani, M. H., & Steele, B. M. (2023) · IGI Global eBooks · doi:10.4018/978-1-6684-6371-0.ch007
Qomariyah, U., Nuryatin, A., Supriyanto, T., & Doyin, M. (2023) · Pegem Journal of Education and Instruction · doi:10.47750/pegegog.13.04.40
Shephard, M. T., & Garrison, K. (2023) · IASL Annual Conference Proceedings · doi:10.29173/iasl8773
“…been suggested that bibliotherapy is important in a mental health first aid tool kit to help young people make sense of the often-adverse environment in which they are living and that ultimately affects their engagement at school and with their peers (Dajevskis et al., 2016; Heath et al., 2017).”
BackgroundSupporting newcomer children's cultural transitions with contemporary Canadian picture books
Li, S. C., & Adams, B. (2024) · TESOL Journal · doi:10.1002/tesj.802
IMPLEMENTASI BIBLIOTERAPI MENURUNKAN TINGKAT KECEMASAN ANAK USIA PRASEKOLAH AKIBAT HOSPITALISASI
Oktiawati, A., Istyawati, P., & Cahyati, A. N. (2023) · Bhamada Jurnal Ilmu dan Teknologi Kesehatan (E-Journal) · doi:10.36308/jik.v14i2.511
Silva, T. M. C., Frota, M. A., da Silva, A. V., de Macedo, L. R., de Souza, J. C. S., de Oliveira, L., Neto, L. S. D. C., dos Anjos, D. N., de Melo, M. F., Seabra, M. A. B., et al. (2024) · Caderno Pedagógico · doi:10.54033/cadpedv21n3-151
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.002.0004
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.002.0009
Raines, J. Z. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.005.0001
Raines, J. C., & Dibble, N. T. (2021) · Oxford University Press eBooks · doi:10.1093/oso/9780197506820.002.0008
Mental Health: Pustakawan dan Perpustakaan Sekolah Dalam Menanggulangi Kasus Bullying di Sekolah
Fathurrahman, M., & Ridwan, M. (2024) · JIPI (Jurnal Ilmu Perpustakaan dan Informasi) · doi:10.30829/jipi.v8i2.20535
Manzone, J. A., & Conant, A. (2025) · IGI Global eBooks · doi:10.4018/979-8-3373-3496-7.ch004
Whittingham, J. L., Wake, D. W., Shaw, E., & Miller, R. (2025) · Language and Literacy · doi:10.20360/langandlit29723
“Heath et al. (2017) advocate for leveraging books to strengthen social-emotional learning, helping students to transform their thinking and emotional responses.”
Gezer, M. Ü., & Demircioğlu, A. G. Ö. (2025) · Reading Psychology · doi:10.1080/02702711.2025.2542814
“…as character education (Turan & Ulutaş, 2016); environmental awareness (Gönen & Güler, 2011; Moser, 1994); health education (Pulimeno et al., 2020); social and emotional learning (Heath et al., 2017); social justice and democracy (Wolk & Labbo, 2004), and sustainability learning (Medress, 2008).”
Okul Öncesi Sınıflarındaki Resimli Çocuk Kitaplarının Çocuk Edebiyatı İlkeleri Açısından İncelenmesi
Bulut, N. Ö., & Esen, S. (2025) · Türk Eğitim Bilimleri Dergisi · doi:10.37217/tebd.1636270
Tracey, S. H., & Swain, H. H. (2022) · Emerald Group Publishing Limited eBooks · doi:10.1108/978-1-64802-994-320251006
Circle of Friends programme: Strengthening socio-emotional intelligence of foundation phase learners
Rawlins, L.-M., Damons, L. N., & Etokabeka, E. M. D. C. (2026) · Sapientiae · doi:10.37293/sapientiae112.04
“Structured lesson plans that incorporate children’s literature provide an effective way to integrate social and emotional learning (SEL) into classroom settings (Heath et al., 2017).”
Emetophobia: School-Based Intervention Strategies
Corcoran, S., & Ponder, J. M. (2026) · Beyond Behavior · doi:10.1177/10742956261420690
“Students best identify with characters of the same age who are experiencing similar circumstances (Heath et al., 2017).”
FriendZi: Piloting a game based curriculum for elementary students’ social-emotional wellbeing
Nagpal, M. N., Shieh, S., Maryniak, M., Carbone, A., & Carola, K. (2026) · Social and Emotional Learning Research Practice and Policy · doi:10.1016/j.sel.2026.100186
Pimentel, M. M., Vinuya, L. S., Gabarda, E. P., Umali, J. P. D., Villazur, E. J. D., & Carlos, O. P. (2026) · International Journal of Research Studies in Education · doi:10.5861/ijrse.2026.26824
Smart, D., Barrett, S., Bate, A., Beresford, L., McEvoy-Carr, C., Thompson, H. S., Gilvarry, E. A., Araujo-Soares, V., Kaner, E., & McGovern, R. (2026) · Journal of Children s Services · doi:10.1108/jcs-05-2024-0015 · Cited by 1 · see citing works
Ozdemir, I. O., & AKTAŞ, A. S. (2026) · Public Library Quarterly · doi:10.1080/01616846.2026.2663730
Social and Emotional Learning dalam Pendidikan Agama Kristen untuk Penguatan Kesehatan Mental Remaja
Wati, C. N., Budiono, I. A., & Savitri, M. B. D. (2026) · Voice · doi:10.54636/aq3cwf79
Hegedüs, P., & Abkhezr, P. (2026) · Studies in Art Education · doi:10.1080/00393541.2026.2630615
“Storytelling opportunities improve adolescents’ resilience by facilitating expression and cognitive processing, promoting hope, and fostering well-being (Heath et al., 2017; Ramamurthy et al., 2024).”
Morton, F., Lorelle, S., & Atkins, K. M. (2026) · Journal of Creativity in Mental Health · doi:10.1080/15401383.2026.2724381
“Research on bibliotherapy similarly suggests that engaging with stories can ease inter-nalizing symptoms and support emotional processing, especially among children and adolescents (Heath et al., 2017; Monroy-Fraustro et al., 2021; Yuan et al., 2018).”
Doyumğaç, İ., Akyüz, A., Söner, O., & Tanhan, A. (2026) · BMC Psychology · doi:10.1186/s40359-026-05756-z
“Consequently, from this perspective, oral discussion can be considered one component of the broader reflective and communicative activities incorporated into bibliotherapy [39].”
- Authors
- Heath, M. A., Smith, K., & Young, E. L.
- Affiliations
- Brigham Young University (US)
- Corresponding author
- Heath, Melissa Allen
- Venue
- School Psychology International
- Publisher
- SAGE Publications
- Published
- 2017-09-25
- Volume
- 38
- Issue
- 5
- Pages
- 541-561
- ISSN
- 0143-0343 (ISSN-L)
- 1461-7374
- OpenAlex
- W2757456398
- Cited by
- 89
- References
- 63
- Citations by year
- 2026: 11 · 2025: 8 · 2024: 9 · 2023: 16 · 2022: 11 · 2021: 25 · 2020: 2 · 2019: 6 · 2017: 1
- FWCI
- 8.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- School Psychology International (publishedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child Therapy and Development
- Social Sciences › Education › Literacy and Educational Practices
- Keywords
- children's literature, social-emotional learning, bibliotherapy, school-based mental health services, CASEL competencies, elementary school students, mental health prevention, teacher resources, school mental health
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