This book brings together influential scholars of social and emotional learning (SEL) to discuss current issues in the field. Chapters address issues related to theory and research, educational reform and intervention, social justice, neurobiology, and assessment.
Children engage in a wide range of school-related tasks that require not only cognitive and intellectual skills but also social and emotional competencies that set the stage for academic engagement and learning. In recognition of these competencies, scholars have increasingly focused on questions concerning social and emotional learning (SEL):
What must children learn to be socially competent students? And how might educators support the development of these skills most effectively?
This volume features scholars of SEL at the forefront of these efforts. Chapters address issues related to theory and research, educational reform and intervention, social justice, neurobiology, and assessment. They describe a prevention science approach to SEL; detail a comprehensive implementation model for their RULER approach to SEL; advocate for “transformative” SEL that focuses on cultural and contextual issues; describe advances in neurobiology that suggest a reciprocal relationships between brain development and social-emotional experiences; delve into the challenges and opportunities of using SEL assessments in applied work, as well as comment on strengths and remaining challenges to the field of SEL.
This book was originally published as a special issue of Educational Psychologist.
Edited by:
Kathryn Wentzel
Imprint: Routledge
Country of Publication: United Kingdom
Dimensions:
Height: 297mm,
Width: 210mm,
Weight: 430g
ISBN: 9780367515928
ISBN 10: 036751592X
Pages: 132
Publication Date: 16 May 2025
Audience:
College/higher education
,
Primary
Format: Hardback
Publisher's Status: Active
Foreword Introduction 1. Social and Emotional Learning: A Principled Science of Human Development in Context 2. RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning 3. Transformative Social and Emotional Learning (SEL): Toward SEL in Service of Educational Equity and Excellence 4. Nurturing Nature: How Brain Development Is Inherently Social and Emotional, and What This Means for Education 5. Challenges and Opportunities in the Applied Assessment of Student Social and Emotional Learning 6. Commentary: Advancements in the Landscape of Social and Emotional Learning and Emerging Topics on the Horizon 7. Commentary: What If the Doors of Every Schoolhouse Opened to Social-Emotional Learning Tomorrow: Reflections on How to Feasibly Scale Up High-Quality SEL
Kathryn R. Wentzel is Professor Emerita of human development in the College of Education at the University of Maryland, College Park, Maryland, United States. Her research focuses on peer and teacher-student relationships as motivators of classroom behavior and academic accomplishments. She has published extensively on this work, including co-edited volumes on motivation and social influences on achievement.
