Citations (103)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (10)
Avery Chahl, Sunhye Bai, Kelly L. Rulison & Gregory M. Fosco. (2024) Examining the association between school connectedness and use of self-regulation strategies in middle childhood. Applied Developmental Science 0:0, pages 1-10.
Read now
Read now
Sydney Pauling, Clay Cook, Katie Pekel, Madeline Larson & Yanchen Zhang. (2023) A Cross-Sectional Survey of School Administrators’ Implementation of Evidence-Based Practices and Programs: Training, Knowledge, and Perceived Barriers. Leadership and Policy in Schools 22:3, pages 676-694.
Read now
Read now
Therese N. Hopfenbeck, Samantha-Kaye Johnston, Caroline Cresswell, Kit Double & Joshua McGrane. (2023) An evaluation of the IB career-related programme implementation in Kent, UK. Globalisation, Societies and Education 0:0, pages 1-15.
Read now
Read now
Karen Thierry, Rhonda Vincent, Karen Norris & Oatanisha Dawson. (2022) Improving School Readiness for a Social Emotional Learning Curriculum: Case Study of a School-Mental Health Agency Partnership. Journal of Research in Childhood Education 36:3, pages 483-505.
Read now
Read now
Alexandra Nedelcu & Simon Grégoire. (2022) Evaluating the Implementation of an Intervention Based on Acceptance and Commitment Therapy in Postsecondary Institutions. Journal of College Student Psychotherapy 36:1, pages 95-112.
Read now
Read now
Jill Steel, Joanne M. Williams & Sarah McGeown. (2022) Teacher-researcher collaboration in animal-assisted education: Co-designing a reading to dogs intervention. Educational Research 64:1, pages 113-131.
Read now
Read now
Jennifer Katz, Laura Sokal & Amery Wu. (2021) Academic achievement of diverse K-12 students in inclusive three-block model classrooms. International Journal of Inclusive Education 25:12, pages 1391-1409.
Read now
Read now
K. L. Granger, K. S. Sutherland, M. A. Conroy, A. A. Hetrick & E. Parnell. (2020) Barriers and Facilitators to Implementation of BEST in CLASS. Exceptionality 28:3, pages 209-221.
Read now
Read now
Birgitte Lund Nielsen, Hilmar Dyrborg Laursen, Lise Andersen Reol, Helle Jensen, Ana Kozina, Masa Vidmar, Maria Rasmusson, Iris Marušić, Albert Denk, Nina Roczen, Svetlana Jurko & Ales Ojstersek. (2019) Social, emotional and intercultural competencies: a literature review with a particular focus on the school staff. European Journal of Teacher Education 42:3, pages 410-428.
Read now
Read now
Dana Charles McCoy, Emily C. Hanno, Fei Tan, Gabriela Fonseca, Vladimir Pinheiro Ponczek & Cristine Campos de Xavier Pinto. Exploring the Effects of a Social-Emotional Learning Intervention in Brazilian Primary Schools: Findings from Year Two of Implementation. Journal of Research on Educational Effectiveness 0:0, pages 1-27.
Read now
Read now
Articles from other publishers (93)
Jeongmin Lee. (2024) The role of teachers’ social and emotional competence in implementing social and emotional learning (SEL) curriculum in Malawi. School Psychology International.
Crossref
Crossref
Emily A. Meland & Gretchen Brion-Meisels. (2024) An Integrative Model for Culturally Sustaining SEL in the Classroom. Social and Emotional Learning: Research, Practice, and Policy, pages 100042.
Crossref
Crossref
Jongho Moon, Collin A. Webster, Kelly Lynn Mulvey, Ali Brian, David F. Stodden, Cate A. Egan, Taemin Ha, Christopher B. Merica & Michael W. Beets. (2024) Physical activity interventions to increase children's social and emotional learning: A systematic review and meta‐analysis based on the comprehensive school physical activity programme framework. Review of Education 12:1.
Crossref
Crossref
Marion Cornelia van de Sande, Esther Pars-Van Weeterloo, Rene F.W. Diekstra, Carolien Gravesteijn, Paul L. Kocken, Ria Reis & Minne Fekkes. (2024) Parents’ perspectives on adolescent social emotional learning: an explorative qualitative study amongst parents of students in prevocational secondary education. Health Education.
Crossref
Crossref
María del Carmen Díez González, Rafael Marcos-Sánchez, Alicia Zaragoza-Benzal & Daniel Ferrández. (2024) Social–Emotional Management to Promote Quality in Education: A Training Program for Teachers. Education Sciences 14:3, pages 228.
Crossref
Crossref
Caroline Bond, Vanessa Evans & Neil Humphrey. (2024) Implementing targeted social and emotional learning interventions in schools—Are more specific models needed?. Journal of Research in Special Educational Needs.
Crossref
Crossref
Jon Berastegui-Martínez, María Ángeles De la Caba-Collado & Núria Pérez-Escoda. (2024) Intervención en educación emocional. Efectos en la competencia emocional del alumnado de Primaria y Secundaria.. Revista Complutense de Educación 35:1, pages 187-197.
Crossref
Crossref
Shira Soffer-Vital & Idit Finkelstein. (2024) Empowering Teachers: Multicultural Social and Emotional Learning (MSEL) Among Arab Minority Teachers. Journal of Ethnic and Cultural Studies 11:1, pages 39-57.
Crossref
Crossref
Marion C.E. van de Sande, Minne Fekkes, René F.W. Diekstra, Carolien Gravesteijn, Paul L. Kocken & Ria Reis. (2024) Low-achieving adolescent students' perspectives on their interactions with classmates. An exploratory study to inform the implementation of a social emotional learning program in prevocational education. Children and Youth Services Review 156, pages 107263.
Crossref
Crossref
Hayley Reed, Simon Murphy & Rhiannon Evans. (2023) Optimising a co-production framework for developing public health interventions: application and testing of school-based Research Action Groups. Health Research Policy and Systems 21:1.
Crossref
Crossref
Aidyn L. Iachini, Tasha M. Childs, Rachelle Curcio, Robbie A. Ross, Kate E. Ascetta, Shea E. Ferguson & Jessie D. Guest. (2023) Building schoolwide readiness for social emotional learning: A feasibility and acceptability study of the ReadySET intervention. Social and Emotional Learning: Research, Practice, and Policy 2, pages 100016.
Crossref
Crossref
Samantha‐Kaye Johnston, Joshua A. McGrane, Mireia Vendrell‐Morancho & Therese N. Hopfenbeck. (2023) A multi‐country comparison of lower secondary students' critical thinking under the International Baccalaureate and national curricula. Review of Education 11:3.
Crossref
Crossref
Ana Xavier, Paula Vagos, Lara Palmeira, Paulo Menezes, Bruno Patrão, Sofia Abreu Mendes & Marta Tavares. (2023) The Me and the Us of Emotions: a cluster-randomized controlled trial of the feasibility and efficacy of a compassion-based social–emotional learning program for children. Frontiers in Psychology 14.
Crossref
Crossref
Nicole B. Doyle, John A. Gomez Varon, Jason T. Downer & Joshua L. Brown. (2023) Testing the integration of a teacher coaching model and a social-emotional learning and literacy intervention in urban elementary schools. Teaching and Teacher Education 132, pages 104232.
Crossref
Crossref
Jeongmin Lee. (2023) “Teach what’s good for learners”: Adaptive teacher pedagogy for social and emotional learning in Malawi. International Journal of Educational Development 102, pages 102870.
Crossref
Crossref
Christina Cipriano, Michael J. Strambler, Lauren H. Naples, Cheyeon Ha, Megan Kirk, Miranda Wood, Kaveri Sehgal, Almut K. Zieher, Abigail Eveleigh, Michael McCarthy, Melissa Funaro, Annett Ponnock, Jason C. Chow & Joseph Durlak. (2023)
The state of evidence for social and emotional learning: A contemporary
meta‐analysis
of universal
school‐based SEL
interventions
. Child Development 94:5, pages 1181-1204.
Crossref
Crossref
Michael Wigelsworth, Carla Mason, Lily Verity, Neil Humphrey & Pamela Qualter. (2023) A Rose by any Other Name? Using Core Components to Categorize Social and Emotional Learning Provision. School Mental Health 15:3, pages 710-721.
Crossref
Crossref
Hakan Büyükçolpan & Nurten Karacan Ozdemir. (2022) The influences on happiness and life satisfaction of young people during COVID-19 pandemic: Evidence for positive youth development. Current Psychology 42:27, pages 24003-24012.
Crossref
Crossref
Nickholas Grant, Joanna L. Meyer & Michael J. Strambler. (2023) Measuring social and emotional learning implementation in a research-practice partnership. Frontiers in Psychology 14.
Crossref
Crossref
Emily Anne Meland & Gretchen Brion-Meisels. (2023) Integrity over fidelity: transformational lessons from youth participatory action research to nurture SEL with adolescents. Frontiers in Psychology 14.
Crossref
Crossref
Alberto Valido, Luz E. Robinson, Ashley B. Woolweaver, Anne Drescher, Dorothy L. Espelage, Ashlen A. Wright, Dezja Ishmeal, Megan M. Dailey, Anna C. J. Long & Scott LoMurray. (2023) Pilot Evaluation of the Elementary Social-Emotional Learning Program Sources of Strength. School Mental Health 15:2, pages 528-539.
Crossref
Crossref
Pablo Fernández Berrocal, Rosario Cabello, Raquel Gómez-Leal, María José Gutiérrez-Cobo & Alberto Megías-Robles. (2023) Treinta y tres años de investigación en Inteligencia Emocional. Escritos de Psicología - Psychological Writings 16:1.
Crossref
Crossref
Vítor Alexandre Coelho, Marta Marchante & Patrícia Brás. (2023) Positive Attitude Upper Middle School social and emotional learning program: influences of implementation quality on program outcome. Frontiers in Psychology 14.
Crossref
Crossref
John A. Gómez, Joshua L. Brown & Jason T. Downer. (2023) High quality implementation of 4Rs + MTP increases classroom emotional support and reduces absenteeism. Frontiers in Psychology 14.
Crossref
Crossref
Hui Zhao, Pui-Wa Lei, Susan Crandall Hart, James Clyde DiPerna & Xinyue Li. (2023) When is universal SEL effective under authentic conditions? Using LPA to examine program implementation in elementary classrooms. Frontiers in Education 8.
Crossref
Crossref
Christopher Vatland, Erin E. Barton, Lam Pham, Lise Fox, Mary Louise Hemmeter & Gary Henry. (2022) Development and Validation of a Tool to Examine Program-Wide Implementation of the Pyramid Model. Journal of Positive Behavior Interventions 25:2, pages 83-94.
Crossref
Crossref
Holly J. Thornton. 2023. Exploring Social Emotional Learning in Diverse Academic Settings. Exploring Social Emotional Learning in Diverse Academic Settings
296
311
.
Dana Charles McCoy & Emily C. Hanno. (2023) Systemic barriers and opportunities for implementing school-based social–emotional learning interventions in low-income and conflict-affected settings. Frontiers in Psychology 14.
Crossref
Crossref
Stefania Pagani, Simon C. Hunter & Mark A. Elliott. (2022) Evaluating the Mentors in Violence Prevention Program: A Process Examination of How Implementation Can Affect Gender-Based Violence Outcomes. Journal of Interpersonal Violence 38:3-4, pages 4390-4415.
Crossref
Crossref
Félix Enrique Lobo de Diego. (2023) Deporte escolar educativo y su potencial para el desarrollo de aprendizajes sociales y emocionales. ENSAYOS. Revista de la Facultad de Educación de Albacete 2:37, pages 36-52.
Crossref
Crossref
Triin Ulla & Katrin Poom-Valickis. (2023) Program support matters: A systematic review on teacher- and school related contextual factors facilitating the implementation of social-emotional learning programs. Frontiers in Education 7.
Crossref
Crossref
Débora Cristina Fava, Ilana Andretta & Angela Helena Marin. (2023) Assessment of the intervention process with teacher to prevent children behavior problems. Estudos de Psicologia (Campinas) 40.
Crossref
Crossref
Y. Y. Lee, S. Skeen, G. J. Melendez-Torres, C. A. Laurenzi, M. van Ommeren, A. Fleischmann, C. Servili, C. Mihalopoulos & D. Chisholm. (2023) School-based socio-emotional learning programs to prevent depression, anxiety and suicide among adolescents: a global cost-effectiveness analysis. Epidemiology and Psychiatric Sciences 32.
Crossref
Crossref
Neil Humphrey. 2023. Handbook of School Mental Health. Handbook of School Mental Health
9
19
.
Karen L. Thierry, Amanda Page, Cailin Currie, Jordan Posamentier, Yangyang Liu, Jane Choi, Haleigh Randall, Poojashree Rajanbabu, Tia E. Kim & Sherri C. Widen. (2022) How are schools implementing a universal social–emotional learning program? Macro- and school-level factors associated with implementation approach. Frontiers in Education 7.
Crossref
Crossref
Pablo Fernández Berrocal, Rosario Cabello, Raquel Gómez-Leal, María José Gutiérrez-Cobo & Alberto Megías-Robles. (2022) Nuevas tendencias en la investigación de la Inteligencia Emocional. Escritos de Psicología - Psychological Writings 15:2, pages 144-147.
Crossref
Crossref
Lena Wintermantel & Christine Grove. (2022) An evaluation of a dog-assisted social and emotional learning intervention in a school setting: Study protocol for a cluster-randomised trial. Mental Health & Prevention 28, pages 200246.
Crossref
Crossref
Melissa S. Mincic, Cheryl Ostryn & Barbara J. Smith. (2022) An Evaluation of Early Childhood Program Adaptations for Implementing the Pyramid Model for Children with and Without Developmental Disabilities. Advances in Neurodevelopmental Disorders 6:4, pages 521-536.
Crossref
Crossref
Amanda Denston, Rachel Martin, Letitia Hochstrasser Fickel & Veronica O’Toole. (2022) Strengthening Socio-Emotional Learning in Aotearoa New Zealand: Teacher and Whānau Understandings of Wellbeing. New Zealand Journal of Educational Studies 57:2, pages 385-406.
Crossref
Crossref
Miguel Ángel Yunta-Ibarrondo & Clara Romero-Pérez. (2022) Facilitadores y barreras en la implementación de proyectos de educación emocional en Andalucía. Contextos Educativos. Revista de Educación:30, pages 23-40.
Crossref
Crossref
Amanda Denston, Rachel Martin, Letitia Fickel & Veronica O'Toole. (2022) Teachers’ perspectives of social-emotional learning: Informing the development of a linguistically and culturally responsive framework for social-emotional wellbeing in Aotearoa New Zealand. Teaching and Teacher Education 117, pages 103813.
Crossref
Crossref
Gülten SAKALLIOĞLU & Fatma ÖZÜDOĞRU. (2022) ÖĞRETMENLERİN ÖĞRETİM PROGRAMINA BAĞLILIKLARININ İNCELENMESİANALYSIS OF THE CURRICULUM FIDELITY LEVELS OF TEACHERS. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi 0:41, pages 70-107.
Crossref
Crossref
Ana Xavier, Paula Vagos, Lara Palmeira, Paulo Menezes, Bruno Patrão, Sónia Pereira, Vanessa Rocha, Sofia Mendes & Marta Tavares. (2022) Children’s Perspectives on Using Serious Games as a Complement to Promoting Their Social–Emotional Skills. International Journal of Environmental Research and Public Health 19:15, pages 9613.
Crossref
Crossref
E.C.A. Mertens, M. Deković, M. Van Londen, E. Nye & E. Reitz. (2022) Solid as a rock, flexible as water? Effectiveness of a school-based intervention addressing students' intrapersonal and interpersonal domains. Journal of School Psychology 92, pages 1-18.
Crossref
Crossref
Neil Humphrey, Alexandra Hennessey, Patricio Troncoso, Margarita Panayiotou, Louise Black, Kimberly Petersen, Lawrence Wo, Carla Mason, Emma Ashworth, Kirsty Frearson, Jan R Boehnke, Rhys D Pockett, Julia Lowin, David Foxcroft, Michael Wigelsworth & Ann Lendrum. (2022) The Good Behaviour Game intervention to improve behavioural and other outcomes for children aged 7–8 years: a cluster RCT. Public Health Research 10:7, pages 1-100.
Crossref
Crossref
Ingrid Skage, Sigrun K. Ertesvåg & Sindre M. Dyrstad. (2022) The levels of use approach as a framework for understanding factors associated with the sustainable implementation of physically active lessons. Teaching and Teacher Education 112, pages 103575.
Crossref
Crossref
Sunita Devi. 2022. Handbook of Research on Clinical Applications of Meditation and Mindfulness-Based Interventions in Mental Health. Handbook of Research on Clinical Applications of Meditation and Mindfulness-Based Interventions in Mental Health
337
356
.
Ana B. Araúz-Ledezma, Karlijn Massar & Gerjo Kok. (2022) Implementation of a school-based Social Emotional Learning Program in Panama: Experiences of adolescents, teachers, and parents. International Journal of Educational Research 115, pages 101997.
Crossref
Crossref
Natalia Gandía-Carbonell, Josep-María Losilla & Paz Viguer. (2022) Strategies to assess and promote the socio-emotional competencies of university students in the socio-educational and health fields: A scoping review protocol. International Journal of Educational Research 112, pages 101922.
Crossref
Crossref
Margaret M. Barry, Tuuli Kuosmanen & Katherine Dowling. 2022. Global Handbook of Health Promotion Research, Vol. 1. Global Handbook of Health Promotion Research, Vol. 1
261
279
.
Kristina Stockinger & Elisabeth Vogl. (2021) Exploring students’ perceived need and preferences for achievement emotion competence trainingBedarf und Präferenzen für Trainings zum Umgang mit Leistungsemotionen aus Sicht von Schüler_innen. Zeitschrift für Bildungsforschung 11:3, pages 549-566.
Crossref
Crossref
Julie Petrokubi & Sarah Pierce. 2021. Motivating the SEL Field Forward Through Equity. Motivating the SEL Field Forward Through Equity
229
244
.
Ana B Araúz Ledezma, Karlijn Massar & Gerjo Kok. (2021) Social Emotional Learning and the promotion of equal personal relationships among adolescents in Panama: a study protocol. Health Promotion International 36:3, pages 741-752.
Crossref
Crossref
Rebecca Bailey, Natasha Raisch, Sonya Temko, Britt Titus, Jonah Bautista, Tahirat Omolara Eniola & Stephanie M. Jones. (2021) Innovations in Social and Emotional Learning Research and Practice: Building from Evidence and Applying Behavioral Insights to the Design of a Social and Emotional Learning Intervention in Northeast Nigeria. International Journal of Environmental Research and Public Health 18:14, pages 7397.
Crossref
Crossref
Vítor Alexandre Coelho, Ana Maria Romão, Patrícia Ribeiro Silva & Sofia Saldanha. (2021) A nationwide analysis of the effectiveness of a Social and Emotional Learning program in Portugal: Focus on the role of developers’ involvement. Revista de Psicodidáctica (English ed.) 26:2, pages 152-159.
Crossref
Crossref
Vítor Alexandre Coelho, Ana Maria Romão, Patrícia Ribeiro Silva & Sofia Saldanha. (2021) Un análisis a nivel nacional de la efectividad de un programa de aprendizaje socioemocional en Portugal: enfoque sobre el papel de la participación de los creadores. Revista de Psicodidáctica 26:2, pages 152-160.
Crossref
Crossref
Anja Schiepe-Tiska, Aiymbubu Dzhaparkulova & Lisa Ziernwald. (2021) A Mixed-Methods Approach to Investigating Social and Emotional Learning at Schools: Teachers’ Familiarity, Beliefs, Training, and Perceived School Culture. Frontiers in Psychology 12.
Crossref
Crossref
Denise Renninger, David J. Sturm, Claus Krieger & Yolanda Demetriou. (2021) Förderung der körperlichen Aktivität von Mädchen im SportunterrichtPromoting girlsʼ physical activity in physical education. German Journal of Exercise and Sport Research 51:2, pages 222-231.
Crossref
Crossref
David J. Sturm, Joachim Bachner, Denise Renninger, Stephan Haug & Yolanda Demetriou. (2021) A cluster randomized trial to evaluate need-supportive teaching in physical education on physical activity of sixth-grade girls: A mixed method study. Psychology of Sport and Exercise 54, pages 101902.
Crossref
Crossref
Eliezer Yariv. (2020) Towards closing the treatment gap: a team-led model of brief psycho-educational intervention. Journal of Public Mental Health 20:1, pages 33-42.
Crossref
Crossref
María del Carmen Olmos-Gómez, Mónica Luque-Suárez, Concetta Ferrara & Jesús Manuel Cuevas-Rincón. (2021) Quality in Higher Education and Satisfaction among Professors and Students. European Journal of Investigation in Health, Psychology and Education 11:1, pages 219-229.
Crossref
Crossref
Aoife Gallagher, Carol-Anne Murphy, Johanna Fitzgerald & James Law. (2022) Addressing implementation considerations when developing universal interventions for speech, language and communication needs in the ordinary classroom: a protocol for a scoping review. HRB Open Research 4, pages 41.
Crossref
Crossref
Aoife Gallagher, Carol-Anne Murphy, Johanna Fitzgerald & James Law. (2021) Addressing implementation considerations when developing universal interventions for speech, language and communication needs in the ordinary classroom: a protocol for a scoping review. HRB Open Research 4, pages 41.
Crossref
Crossref
Aoife Gallagher, Carol-Anne Murphy, Johanna Fitzgerald & James Law. (2021) Addressing implementation considerations when developing universal interventions for speech, language and communication needs in the ordinary classroom: a protocol for a scoping review. HRB Open Research 4, pages 41.
Crossref
Crossref
Alexandra Hennessey & Neil Humphrey. (2019) Can social and emotional learning improve children’s academic progress? Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. European Journal of Psychology of Education 35:4, pages 751-774.
Crossref
Crossref
Eivind Aadland, Hege Eikeland Tjomsland, Kjersti Johannessen, Ada Kristine Ofrim Nilsen, Geir Kåre Resaland, Øyvind Glosvik, Osvald Lykkebø, Rasmus Stokke, Lars Bo Andersen, Sigmund Alfred Anderssen, Karin Allor Pfeiffer, Phillip D. Tomporowski, Ingunn Størksen, John B. Bartholomew, Yngvar Ommundsen, Steven James Howard, Anthony D. Okely & Katrine Nyvoll Aadland. (2020) Active Learning Norwegian Preschool(er)s (ACTNOW) – Design of a Cluster Randomized Controlled Trial of Staff Professional Development to Promote Physical Activity, Motor Skills, and Cognition in Preschoolers. Frontiers in Psychology 11.
Crossref
Crossref
Andreas Åvitsland, Stein Erik Ohna, Sindre Mikal Dyrstad, Hege Eikeland Tjomsland, Øystein Lerum & Eva Leibinger. (2020) The process evaluation of a school-based physical activity intervention: influencing factors and potential consequences of implementation. Health Education 120:2, pages 121-139.
Crossref
Crossref
Katherine Dowling & Margaret M. Barry. (2020) The Effects of Implementation Quality of a School-Based Social and Emotional Well-Being Program on Students’ Outcomes. European Journal of Investigation in Health, Psychology and Education 10:2, pages 595-614.
Crossref
Crossref
Katherine Dowling & Margaret M. Barry. (2020) Evaluating the Implementation Quality of a Social and Emotional Learning Program: A Mixed Methods Approach. International Journal of Environmental Research and Public Health 17:9, pages 3249.
Crossref
Crossref
Konstanze Schoeps, Usue de la Barrera & Inmaculada Montoya-Castilla. (2019) Impact of emotional development intervention program on subjective well-being of university students. Higher Education 79:4, pages 711-729.
Crossref
Crossref
Enya B. Vroom, Oliver T. Massey, Svetlana Yampolskaya & Bruce L. Levin. (2019) The Impact of Implementation Fidelity on Student Outcomes in the Life Skills Training Program. School Mental Health 12:1, pages 113-123.
Crossref
Crossref
Emma Ashworth, Margarita Panayiotou, Neil Humphrey & Alexandra Hennessey. (2020) Game On—Complier Average Causal Effect Estimation Reveals Sleeper Effects on Academic Attainment in a Randomized Trial of the Good Behavior Game. Prevention Science 21:2, pages 222-233.
Crossref
Crossref
Emma Ashworth, Neil Humphrey, Ann Lendrum & Alexandra Hennessey. (2019) Beyond “what works”: A mixed‐methods study of intervention effect modifiers in the Good Behavior Game. Psychology in the Schools 57:2, pages 222-246.
Crossref
Crossref
Andreas Åvitsland. 2020. School-based physical activity interventions, physical fitness and mental health among adolescents; Effects, associations and lessons learned from the School in Motion study. School-based physical activity interventions, physical fitness and mental health among adolescents; Effects, associations and lessons learned from the School in Motion study.
Faridah Yunus & Zafaren Zakaria. (2019) Encouraging Socioemotional Development among Preschool Children through Responsive Practices of Teacher. International Journal of Academic Research in Progressive Education and Development 8:4.
Crossref
Crossref
Jeongmin Lee, Yanyun Yang & Stephanie Simmons Zuilkowski. (2018) A multiple‐group confirmatory factor analysis of teacher perceptions of social and emotional learning in rural Malawi. British Journal of Educational Psychology 89:4, pages 600-615.
Crossref
Crossref
Rodrigo Rojas-Andrade & Loreto Leiva Bahamondes. (2018) Is Implementation Fidelity Important? A Systematic Review on School-Based Mental Health Programs. Contemporary School Psychology 23:4, pages 339-350.
Crossref
Crossref
Esperanza Márquez, Daniel Holgado & Isidro Maya-Jariego. (2018) Innovation, Dosage and Responsiveness in the Implementation of the Program “Edúcame Primero Perú” for Reducing Child Labour. Applied Research in Quality of Life 14:3, pages 617-636.
Crossref
Crossref
Brenda Dobia, Roberto H. Parada, Sue Roffey & Madelaine Smith. (2019) Social and emotional learning: From individual skills to class cohesion. Educational and Child Psychology 36:2, pages 78-90.
Crossref
Crossref
Stephanie Wilde, Anna Sonley, Catherine Crane, Tamsin Ford, Anam Raja, James Robson, Laura Taylor & Willem Kuyken. (2018) Mindfulness Training in UK Secondary Schools: a Multiple Case Study Approach to Identification of Cornerstones of Implementation. Mindfulness 10:2, pages 376-389.
Crossref
Crossref
Margaret M. Barry. 2019. Implementing Mental Health Promotion. Implementing Mental Health Promotion
131
159
.
Margaret M. Barry. 2019. Implementing Mental Health Promotion. Implementing Mental Health Promotion
101
129
.
Margaret M. Barry. 2019. Implementing Mental Health Promotion. Implementing Mental Health Promotion
59
97
.
Aleisha M. Clarke. 2019. Implementing Mental Health Promotion. Implementing Mental Health Promotion
303
339
.
Charli Eriksson, Birgitta Kimber & Therése Skoog. (2018) Design and implementation of RESCUR in Sweden for promoting resilience in children: a study protocol. BMC Public Health 18:1.
Crossref
Crossref
Sindre M. Dyrstad, Silje E. Kvalø, Marianne Alstveit & Ingrid Skage. (2018) Physically active academic lessons: acceptance, barriers and facilitators for implementation. BMC Public Health 18:1.
Crossref
Crossref
Christina Murphy, Margaret M. Barry & Saoirse Nic Gabhainn. (2018) Programme implementation in schools: conceptualisations from Irish teachers. Health Education 118:6, pages 483-498.
Crossref
Crossref
Neil Humphrey, Alexandra Barlow & Ann Lendrum. (2017) Quality Matters: Implementation Moderates Student Outcomes in the PATHS Curriculum. Prevention Science 19:2, pages 197-208.
Crossref
Crossref
Hannelore Reicher & Marlies Matischek-Jauk. 2018. Bildung und Emotion. Bildung und Emotion
249
268
.
Neil Humphrey. 2018. Emotional Intelligence in Education. Emotional Intelligence in Education
199
216
.
Angus Hikairo Macfarlane, Sonja Macfarlane, James Graham & Te Hurinui Clarke. 2017. Social and Emotional Learning in Australia and the Asia-Pacific. Social and Emotional Learning in Australia and the Asia-Pacific
273
289
.
Eva Oberle & Kimberly A. Schonert-Reichl. 2017. Handbook of Social Behavior and Skills in Children. Handbook of Social Behavior and Skills in Children
175
197
.
Kali Trzesniewski, David Yeager, Diego Catalán Molina, Susana Claro, Catherine Oberle & Mary Murphy. (2021) Global Mindset Initiative Paper 3: Measuring Growth Mindset Classroom Cultures. SSRN Electronic Journal.
Crossref
Crossref