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Education Sciences
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Current Perspectives on Social and Emotional Learning and Development –...
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Current Perspectives on Social and Emotional Learning and Development – COVID-19

A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (31 January 2022) | Viewed by 25355

Special Issue Editors

Prof. Dr. Christina Rinaldi

E-Mail Website
Guest Editor
Department of Educational Psychology, University of Alberta, Edmonton, AB T6G 2G5, Canada
Interests: social and emotional development of children and adolescents; parenting; home school partnerships
Dr. Lindsey Jaber

E-Mail Website
Guest Editor
Faculty of Education, University of Windsor, Windsor, ON N9B 3P4, Canada
Interests: social and emotional learning and development; aggression/bullying; school-based mental health; trauma-informed practices

Special Issue Information

Dear Colleagues,

This issue invites submissions for empirical research on social and emotional learning and development in educational environments, focusing on the role of COVID-19. Social and emotional learning and development are central to children’s, adolescents’, and adults’ success in educational settings. The global pandemic of 2020–2021 has altered how children, adolescents, and emerging adults are educated and socialized, with very little published work on the impact of COVID-19 on social/emotional development and learning. We invite papers that investigate and highlight the short- and long-term implications of the disruptions to education, at-home online learning, and the widening of learning gaps for children and adolescents with social/emotional/learning and other (low SES, one-parent households, etc.) needs.

Prof. Dr. Christina Rinaldi
Dr. Lindsey Jaber
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • social and emotional development and learning
  • COVID-19
  • children
  • adolescents
  • emerging adults
  • educational settings

Published Papers (3 papers)

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Research

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15 pages, 309 KiB  
Article
Equity, Justice, and Quality during the COVID-19 Pandemic Period: Considerations on Learning and Scholarly Performance in Brazilian Schools
by Ana Dias, Annibal Scavarda, Augusto Reis, Haydee Silveira and Ana Scavarda
Educ. Sci. 2022, 12(5), 354; https://doi.org/10.3390/educsci12050354 - 18 May 2022
Cited by 2 | Viewed by 2017
Abstract
Due to the imperative need for change in habits caused by the COVID-19 pandemic that has plagued the world, this exploratory study plans to analyze the directions taken in teaching activities in public and private schools of the city of Rio de Janeiro [...] Read more.
Due to the imperative need for change in habits caused by the COVID-19 pandemic that has plagued the world, this exploratory study plans to analyze the directions taken in teaching activities in public and private schools of the city of Rio de Janeiro (Brazil) and their consequences for learning and scholarly performance concerning elementary and middle schools. In this way, this study verifies through an email questionnaire if there was equality, justice, and quality in teaching methods during the COVID-19 pandemic. The descriptive analysis was carried out based on statistical calculations of quantitative and qualitative variables with various tests, whenever necessary, such as the chi-square, and when inconclusive, Fischer’s exact test, Kolmogorov–Smirnov and Shapiro–Wilk, non-parametric Mann–Whitney (when the comparison between two independent groups was mandatory), ANOVA, Kruskal–Wallis, and Friedman test. The results show that teachers tried to interact with students to overcome the problems faced during the COVID-19 pandemic period. Additionally, the study showed that there were differences in scholarly and learning performance, equality, and quality in the types of schools analyzed. This paper will help to fill the literature gap on the subject and will boost ongoing discussion on the inclusion of sustainable concepts in education. Full article
(This article belongs to the Special Issue Current Perspectives on Social and Emotional Learning and Development – COVID-19)
17 pages, 979 KiB  
Article
Helplessness among University Students: An Empirical Study Based on a Modified Framework of Implicit Personality Theories
by Albert Ziegler, Svenja Bedenlier, Michaela Gläser-Zikuda, Bärbel Kopp and Marion Händel
Educ. Sci. 2021, 11(10), 630; https://doi.org/10.3390/educsci11100630 - 12 Oct 2021
Cited by 2 | Viewed by 14663
Abstract
Due to the COVID-19 pandemic, and within a very short period of time, teaching in the 2020 summer term changed from predominantly on-site to online instruction. Students suddenly faced having to adapt their learning process to new demands for which they may have [...] Read more.
Due to the COVID-19 pandemic, and within a very short period of time, teaching in the 2020 summer term changed from predominantly on-site to online instruction. Students suddenly faced having to adapt their learning process to new demands for which they may have had both insufficient digital skills and a lack of learning resources. Such a situation carries the risk that a substantial number of students become helpless. The aim of our empirical study was to test a hybrid framework of helplessness that includes both objective causes of helplessness and students’ subjective interpretations of them. Before lectures or courses began, students of a full-scale university were invited to participate in an online survey. The final sample consists of 1690 students. Results indicate that objective factors as well as their subjective interpretations contributed to the formation of helplessness. Full article
(This article belongs to the Special Issue Current Perspectives on Social and Emotional Learning and Development – COVID-19)
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Review

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11 pages, 744 KiB  
Review
Trauma-Informed School Strategies for SEL and ACE Concerns during COVID-19
by Jesse Scott, Lindsey S. Jaber and Christina M. Rinaldi
Educ. Sci. 2021, 11(12), 796; https://doi.org/10.3390/educsci11120796 - 07 Dec 2021
Cited by 10 | Viewed by 7570
Abstract
The precarious circumstances associated with the COVID-19 pandemic have raised important questions concerning the potential impact on child and adolescent development. For instance, how might this disruption influence social and emotional learning (SEL) and affect adverse childhood experiences (ACEs)? Moreover, what protective practices [...] Read more.
The precarious circumstances associated with the COVID-19 pandemic have raised important questions concerning the potential impact on child and adolescent development. For instance, how might this disruption influence social and emotional learning (SEL) and affect adverse childhood experiences (ACEs)? Moreover, what protective practices may be put in place to mitigate risks? The purpose of this critical review is to engage with these questions. Relevant research findings published before and during pandemic contexts are presented. Connections between SEL, ACEs and past social disruptions are substantiated in the literature. Additionally, preliminary evidence has elucidated variables associated with ACEs and SEL concerns during the pandemic. For instance, research suggests that students from socially disadvantaged positions may be disproportionately impacted by these issues. Actionable trauma-informed recommendations for educators are discussed, including creating safe school environments and adopting a strength-based perspective. Full article
(This article belongs to the Special Issue Current Perspectives on Social and Emotional Learning and Development – COVID-19)
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