Introduction to the Special Issue on Social and Emotional Learning

Each day at school, children engage in a wide range of 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 this regard, educational psychologists have studied a range of intrapersonal processes to elucidate the social and emotional underpinnings of student success (see Wentzel & Ramani, 2016). These processes include cognitions and affect associated with social information processing (e.g., perspective taking, strategy knowledge), motivation (e.g., social goal setting, values, emotional well-being), and self-regulation (e.g., emotion regulation, self-monitoring). Scholars also have focused on behavioral effectiveness in social contexts; outcomes such as prosocial behavior (e.g., helping, cooperating), positive peer and teacher–student relationships, and behavioral engagement (e.g., effort, persistence) have been identified as aspects of socially competent functioning that contribute to learning and academic success.

Recognizing the importance of these competencies for positive developmental outcomes, scholars have increasingly focused on questions concerning social and emotional learning (SEL); that is, what must children learn to be socially competent students, and how might educators support the development of these skills most effectively? Basic research and theory development along with translational activities in the schools have raised awareness of SEL within federal and state policy arenas (see, e.g., Collaborative for Academic, Social, and Emotional Learning, n.d.), brought together like-minded scholars and practitioners to promote SEL initiatives (e.g., Aspen Institute National Commission on Social, Emotional, and Academic Development: http://www.aspeninstitute.org/tag/ncsead; Collaborative for Academic, Social, and Emotional Learning: http://www.casel.org), and resulted in promising interventions designed to enhance the social, emotional, and cognitive outcomes of students (see Durlak, Domitrovich, Weissberg, & Gullotta, 2015).

The current issue of Educational Psychologist brings together scholars of SEL at the forefront of these efforts. Their articles address a broad range of issues related to theory and research, educational reform and intervention, social justice, neurobiology, and assessment. Jones et al. (2019/this issue) offer a prevention science approach to SEL. Their multilevel, multidisciplinary framework offers important insights into the interplay between basic research and translational work that is necessary for the development of effective SEL programs. Brackett et al. (2019/this issue) describe RULER, a systemic approach to SEL that reflects many of the principles for research and practice outlined by Jones et al. Brackett et al. discuss the theory of change foundational to the RULER approach and detail a comprehensive implementation model that includes professional development, developmentally appropriate curriculum, integration with school-level practices and policies, and family and community involvement. They also highlight key outcomes of this approach, to include emotion skills, academic success, and teacher effectiveness.

The next two articles focus on current advances and challenges in the SEL literature. Jagers et al. (2019/this issue) advocate for “transformative” SEL. Focusing on the role of cultural and contextual factors, they discuss issues of identity, agency, belongingness, and engagement as expressions of SE competencies that can impact classroom learning. In turn, they highlight programs and practices with potential for promoting these outcomes. As a complement to this broad contextual approach, Immordino-Yang et al. (2019/this issue) focus on the nature–nurture conundrum; they describe recent advances in neurobiology that suggest brain development and social-emotional experiences are reciprocally related in complex ways. Based on their review, they propose a “whole child” approach to education reform based on the notion that learning reflects important interdependencies of nature and nurture.

Finally, McKown (2019/this issue) describes the challenges and opportunities of using SEL assessments in applied work. McKown offers five key factors necessary for advancing the field: (a) achieving a balance between psychometric rigor and practical relevance; (b) ensuring that decision-making is evidence-based; (c) supporting educators’ use of SEL assessment data for decision-making; (d) coordinating standards, assessment, programs, and professional learning; and (e) acknowledging the varied cultural contexts in which SEL assessments are used.

The special issue concludes with two insightful commentaries. Schonert-Reichl (2019/this issue) contributes to the discussion by suggesting that targets of SEL interventions include physiological processes (e.g., stress); raising concerns about the unintended consequences of a deficit approach to assessment; and describing how social, emotional, and academic learning thrives in the presence of positive interpersonal relationships. In addition, she draws attention to factors related to teachers’ social and emotional well-being and calls for integrating SEL into teacher preparation programs. Elias (2019/this issue) offers insights into the challenges associated with SEL implementation. He describes how successful programing depends on articulating clear values and objectives, engaging in ongoing professional development, attending to ways in which programmatic efforts change school culture and ways in which students learn, and forming support networks to learn from the work of others.

In closing, our hope is that the work described in this special issue furthers understanding of the complex interplay between social, cognitive, and neurobiological development. As the field continues to mature, we look forward to heightened focus on the critical role of social and emotional functioning in academic learning and the development of more systemic “whole-child” approaches to theory building, research, and reform efforts in our schools.