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Transformative Social and Emotional Learning (T-SEL): Policies, Practices and Programs for the Development of Democratic Competencies, Citizen Participation and Commitment to Social Problems

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601). This special issue belongs to the section "Mental Health".

Deadline for manuscript submissions: closed (30 September 2023) | Viewed by 4913

Special Issue Editors

Prof. Dr. Raquel Fuente-Anuncibay

E-Mail Website
Guest Editor
Department of Educational Sciences, University of Burgos, 09001 Burgos, Spain
Interests: addictions and new technologies; behavior and the elderly; diversity and behavior; training and employment; adaptive skills in people with intellectual disabilities; family and tutorial guidance; social mental health; social research techniques and data analysis
Prof. Dr. Delfín Ortega-Sánchez

E-Mail Website
Guest Editor
Department of Specific Didactics, Faculty of Education, University of Burgos, 09001 Burgos, Spain
Interests: education and citizenship in the global era; education for sustainability; gender equality and women's empowerment (goal 5: sustainable development objectives); curricular inclusion of social problems in education; anthropology and teaching of the social and human sciences; language and literature didactics; mixed methods research
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues,

Social and emotional learning (SEL) has become one of the fundamental educational objectives of the last decade. The promotion of social competencies, experientially and contextually situated, starts from the meaningful construction of knowledge and aims to achieve positive outcomes in mental and physical well-being and citizen engagement [1]. According to Schonert-Reichl [2], the predictive capacity of the academic and social success of SEL practices and its malleable and, therefore, teachable and assessable nature motivates its special attention in initial and continuing teacher education. However, SEL has been conceptualized as a predominantly cognitive–neurological process, distanced from the specific sociocultural dimensions that explain the expression of emotional experiences [3]. From this perspective, along with the need for rigorous instruments and contextualized assessment evidence [4], the convenience of systematizing this type of learning beyond the classroom has been identified in order to propose it as a school organizational framework [5]. In this sense, the development of transformative SEL (T-SEL), a form of SEL intended to foster equity [6], would have to be oriented to promote a notion of citizenship for cultural and identity justice and social engagement.

Considering the potential impact of the T-SEL model on social well-being and on students' mental health and resilience, the present Special Issue raises the following research questions:

  • How does the development of T-SEL skills relate to intervention in contemporary social challenges and social justice?
  • What policies, practices and programs evidence the acquisition of this type of learning? What are its contextual conditions? What are its relationships with social well-being, mental health and student resilience?
  • How can social and emotional competence be assessed from the perspective of global citizenship education?

Research articles based on the application of rigorous methodological designs, both quantitative and qualitative, whose results make a significant contribution to the research topic, are welcome.

References

  1. Jones, S.M., McGarrah, M.W., Kahn, J. Social and Emotional Learning: A Principled Science of Human Development in Context. Educational Psychologist, 2019, 54(3), 129-143. https://doi.org/10.1080/00461520.2019.1625776
  2. Schonert-Reichl, K.A. Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon. Educational Psychologist, 2019, 54(3), 222-232. https://doi.org/10.1080/00461520.2019.1633925
  3. Evans, R. Emotional pedagogy and the gendering of social and emotional learning. British Journal of Sociology of Education, 2015, 38(2), 184-202. https://doi.org/10.1080/01425692.2015.1073102
  4. McKown, C.  Challenges and Opportunities in the Applied Assessment of Student Social and Emotional Learning. Educational Psychologist, 2019, 54(3), 205-221. https://doi.org/10.1080/00461520.2019.1614446
  5. Oberle, E., Domitrovich, C., Meyers, D., Weissberg, R. Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation. Cambridge Journal of Education, 2016, 46(3), 277-297. https://doi.org/10.1080/0305764x.2015.1125450
  6. Jagers, R., Rivas-Drake, D., Williams, B. Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence. Educational Psychologist, 2019, 54(3), 162-184. https://doi.org/10.1080/00461520.2019.1623032

Prof. Dr. Raquel Fuente-Anuncibay
Prof. Dr. Delfín Ortega-Sánchez
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 single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health 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 2500 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

  • transformative-social and emotional learning (T-SEL)
  • democratic competencies
  • citizen participation
  • commitment to social problems
  • social well-being
  • mental health and resilience
  • global citizenship education

Published Papers (2 papers)

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Research

22 pages, 406 KiB  
Article
Parental Perception of Children’s Online Behaviour: A Study on Ethnic Communities in Australia
by Ahmed Imran, Nilufa Khanom and Azizur Rahman
Int. J. Environ. Res. Public Health 2023, 20(7), 5342; https://doi.org/10.3390/ijerph20075342 - 30 Mar 2023
Cited by 1 | Viewed by 2178
Abstract
The overwhelming growth of the Internet in all spheres of life poses new challenges for young children growing up in the digital age, with potential short- and long-term ramifications. Parents have an essential role in the development of the attitudes and behaviour of [...] Read more.
The overwhelming growth of the Internet in all spheres of life poses new challenges for young children growing up in the digital age, with potential short- and long-term ramifications. Parents have an essential role in the development of the attitudes and behaviour of their children. However, studies indicate that adults are not adequately mitigating the range of cyber risks that children face and that parent-oriented solutions are simply inadequate. This study attempts to fill research gaps in the status and nature of parents’ perceptions of the online use of their children in Australia based on their ethnic background. This study adopted a mixed-method approach, surveying 204 parents from different ethnic communities in Australia followed by 16 in-depth interviews and three focus-group discussions. The results indicate that parents’ perceptions of online risk for children differ based on their ethnicity, cultural adaptation, gender, and age. Parents from multicultural societies are less equipped to deal with cyber threats that their children face and are ill-equipped to monitor and mitigate the risks posed. The results of this study have important policy implications, from deepening our understanding of the nature of the problems to facilitating the development of short- and long-term strategies, appropriate information systems, policy guidelines, and interventions. Full article
(This article belongs to the Special Issue Transformative Social and Emotional Learning (T-SEL): Policies, Practices and Programs for the Development of Democratic Competencies, Citizen Participation and Commitment to Social Problems)
15 pages, 361 KiB  
Article
Transformative Social and Emotional Learning (T-SEL): The Experiences of Teenagers Participating in Volunteer Club Activities in the Community
by Stefan Cojocaru
Int. J. Environ. Res. Public Health 2023, 20(6), 4976; https://doi.org/10.3390/ijerph20064976 - 11 Mar 2023
Cited by 2 | Viewed by 2161
Abstract
Beginning with social inequities in terms of access to quality, inclusive education for children from disadvantaged backgrounds, especially rural teenagers who leave school early, the Holtis Association, with the support of the UNICEF Representative in Romania, developed a number of interventions intended to [...] Read more.
Beginning with social inequities in terms of access to quality, inclusive education for children from disadvantaged backgrounds, especially rural teenagers who leave school early, the Holtis Association, with the support of the UNICEF Representative in Romania, developed a number of interventions intended to facilitate the transition from lower to higher secondary education of students from vulnerable and disadvantaged groups. One of the interventions was the establishment of teenagers’ clubs for volunteer activities, leadership development, and participation in the community to encourage social and emotional learning. (1) Background: This study aims to investigate the extent to which participation in the Holtis club projects contributed to the development of transformative social and emotional learning (T-SEL), as observed from the perspective of the Collaborative for Academic, Social and Emotional Learning (CASEL) competencies among adolescents. (2) Methods: The study was qualitative and used focus groups for data collection. Out of the 65 active clubs, 18 were selected, and their representatives participated in the focus groups. (3) Results: Participating in the club activities, which were organized in the school, with the aim of organizing activities outside the school space stimulated and developed T-SEL competencies among adolescents. (4) Conclusions: The data, which were collected through the voices of teenagers, underlined the personal transformation from the perspective of the CASEL model competencies of SEL, and the study privileged their perspectives. Full article
(This article belongs to the Special Issue Transformative Social and Emotional Learning (T-SEL): Policies, Practices and Programs for the Development of Democratic Competencies, Citizen Participation and Commitment to Social Problems)
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