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Cited by 304Early Childhood Education and DevelopmentSocial Skills and EducationYouth Development and Social Support

Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward

Osher, David, Kidron, Yael, Brackett, Marc, Dymnicki, Allison, Jones, Stephanie, Weissberg, Roger P.·2016·Review of Research in Education
DOI 10.3102/0091732x16673595
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Abstract

This chapter summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The SEL field has grown out of research in many fields and subfields with which educators, researchers, and policymakers are familiar, including the promotion of social competence, bullying prevention, prevention of drug use and abuse, civic and character education, emotional intelligence, conflict resolution, social skills training, and 21st-century skills. The chapter begins with a historical summary of theoretical movements and research trends that have led to today’s inclusion of SEL as part of many schools’ curricula, policies, and practices. Contemporary approaches that represent current policy and societal concerns are discussed in comparative terms. Based on the converging research evidence, this chapter identifies design elements and implementation quality characteristics of effective approaches to SEL. Recommendations for future practice, policy, and research are provided.

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32 of 32 references verified0 citation errors · 0 not checkable

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  • Recent scientific advances include the accumulation of research, theory, and practice-based knowledge about the constructive, socially, and culturally embedded nature of development.

    “On the one hand, recent scientific advances include the accumulation of research, theory, and practice-based knowledge about the constructive, socially, and culturally embedded nature of development (e.g., Osher et al., 2016;Overton, 2015)”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Osher et al., 2016

  • Affective, social, and emotional processes powerfully influence lower- and higher-order cognitive development and skill acquisition.

    “These interrelationships underlie research findings demonstrating the powerful influence of affective, social, and emotional processes on lowerand higher-order cognitive development and skill acquisition (e.g., Immordino-Yang & Damasio, 2007;Osher et al., 2016).”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Osher et al., 2016

  • Both lower- and higher-order skills are malleable and can be intentionally developed.

    “Both lower-and higher-order skills are malleable and can be intentionally developed (Osher et al., 2016).”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Osher et al., 2016

  • Integrated instructional design successfully combines affective, cognitive, social, and emotional processes with curricular content, and promotes academic growth.

    “Integrated instructional design successfully combines affective, cognitive, social, and emotional processes with curricular content, and promotes academic growth (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011;S. M. Jones & Bouffard, 2012;Osher et al., 2016).”

    From Malleability, plasticity, and individuality: How children learn and develop in context<sup>1</sup> (2019) · cites this paper as Osher et al., 2016

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Authors
Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P.
Affiliations
  • American Institutes for Research (US)
  • Yale University (US)
  • Harvard University (US)
  • University of Illinois Chicago (US)
ORCID
Venue
Review of Research in Education
Publisher
American Educational Research Association (AERA)
Published
2016-03
Volume
40
Issue
1
Pages
644-681
ISSN
  • 0091-732X (ISSN-L)
  • 1935-1038
DOI
10.3102/0091732x16673595
OpenAlex
W2793199703
Cited by
304
References
32
Citations by year
2026: 39 · 2025: 61 · 2024: 41 · 2023: 41 · 2022: 31 · 2021: 28 · 2020: 23 · 2019: 19 · 2018: 16 · 2017: 5
FWCI
58.92
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Review of Research in Education (publishedVersion)
Topics
  • Social Sciences › Education › Early Childhood Education and Development
  • Social Sciences › Education › Social Skills and Education
  • Social Sciences › Safety Research › Youth Development and Social Support
Keywords
social-emotional learning, school-based intervention, social competence, bullying prevention, substance use prevention, character education, emotional intelligence, conflict resolution, social skills training, 21st century skills

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