Schonert-Reichl, K. A., & Hymel, S. (2007). Educating the heart as well as the mind: Social and emotional learning for school and life success. Education Canada, 47, 20-25.
The authors, professors and researchers in the Department of Education at the University of British Columbia, make the argument that, in addition to academic learning, schools need to focus on promoting social and emotional learning in children in order to reduce negative effects such as bullying and mental health problems, and to promote positive social and emotional competencies. The article provides a definition and description of Social and Emotional Learning (SEL) as identified by the organization at the forefront of SEL research – The Collaborative for Academic, Social and Emotional Learning (CASEL). It also points to the positive link between SEL and improved academic success. The authors cite specific research findings to support this assertion, including a qualitative analysis of more than 300 research studies that revealed that students enrolled in SEL programs in school ranked at least ten percentile points higher on achievement tests than those students who did not participate. The article is written for the Canadian Education Association, a cross-Canada network with a strong membership base of leaders in the education, research and policy, not for profit and business sectors. It is an introduction to SEL, rather than an in-depth scientific exploration of the topic.
For me, this was a foundational article when I began my graduate studies. It is broad reaching in scope, yet it uses simple and engaging language to describe complex concepts. It piqued my interest in SEL, and in the scientific research that supports the promotion of social and emotional competencies in children. I am certain it would have the same impact on all readers -- including educational leaders who subscribe to the Canadian Education Association publication, and who have the power to influence school policy and practice. Even today, after five years of Graduate School during which time I deepened my understanding of SEL, I refer to this article because it is a reminderthat concrete, clear and simple language is more persuasive than ‘academic’ jargon. It is refreshing to find academics that are so able to accomplish this.
For me, this was a foundational article when I began my graduate studies. It is broad reaching in scope, yet it uses simple and engaging language to describe complex concepts. It piqued my interest in SEL, and in the scientific research that supports the promotion of social and emotional competencies in children. I am certain it would have the same impact on all readers -- including educational leaders who subscribe to the Canadian Education Association publication, and who have the power to influence school policy and practice. Even today, after five years of Graduate School during which time I deepened my understanding of SEL, I refer to this article because it is a reminderthat concrete, clear and simple language is more persuasive than ‘academic’ jargon. It is refreshing to find academics that are so able to accomplish this.