Translating Research Knowledge into Effective School Practice in the Field of Social and Emotional Learning

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Author(s): Ann Lendrum (University of Manchester, UK)and Neil Humphrey (University of Manchester, UK)
Copyright: 2015
Pages: 21
Source title: Transforming the Future of Learning with Educational Research
Source Author(s)/Editor(s): Helen Askell-Williams (Flinders University, Australia)
DOI: 10.4018/978-1-4666-7495-0.ch015

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Instructional Design

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Abstract

Social and Emotional Learning (SEL) is the process of developing intra- and inter-personal competencies in children and young people, typically in school settings. It has become a major orthodoxy in education in recent years. This chapter explores the implications of the accumulated body of research in SEL for developing effective educational practice in this area. Drawing upon an international literature base, coverage includes what research tells us about the importance of SEL, the role of schools in promoting it, how this process works to influence key proximal and distal outcomes, the kinds of approaches and strategies that have been shown to be effective, and the centrality of different aspects of (and factors affecting) implementation. It culminates with an extended vignette (following Lendrum, Humphrey, Kalambouka, & Wigelsworth, 2009), the intention of which is to demonstrate what SEL might look like in a school in which research knowledge is routinely used to inform practice.

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Translating Research Knowledge into Effective School Practice in the Field of Social and Emotional Learning

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