Page 99 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 99
social and emotional learning as a tool for preventing esl
Durlak et al., 2011) highlight emotional recognition and regulation, set-
ting and achieving positive goals, taking other people’s perspectives into
consideration, establishing and maintaining positive relationships, dealing
with interpersonal conflicts in a constructive way and taking responsible
decisions.
Learning and teaching are two processes that include both the cog-
nitive as well as the emotional and social aspects of individuals’ function-
ing (Zins, Bloodworth, Weisseberg, & Walberg, 2004). In this article we fo-
cus on fostering the emotional and social aspects. Research (Humphrey,
2013) has shown that, without developed emotional and social competen-
cies, students establish a lower level of connection with school, which neg-
atively impacts their academic achievement, behaviour and health (Blum
& Libbey, 2004; Humphrey, 2013) and can lead to ESL. Students at risk of
ESL experience alienation from school, with low bonding, low engagement
and frequently low academic achievement (Ellias & Haynes, 2008; Motti-
Stefanidi & Masten, 2013). Social and emotional competencies are the ones
that differentiate students at risk who succeed in school and students at risk
who do not (Blum & Libbey, 2004).
Methodology
The literature review entailed use of a scientific literature search (database
PychArticles (EBSCO-HOST)) with the key words social and emotional
learning (in the title) and early school leaving (anywhere in the text): 0 re-
sults; social and emotional learning (anywhere in the text) and early school
leaving (anywhere in the text): 0 results. Social and emotional learning (in
the title) and drop-out (anywhere in the text): 1 article; social and emotion-
al learning (in the title) school (anywhere in the text): the result was 7 ar-
ticles. We used articles combining social and emotional learning and ac-
ademic achievement and relevant scientific monographs and handbooks
on the topic of social and emotional learning (also through a backward
search).
SEL in school and its role in ESL
The literature on the relationship between SEL and academic achievement
in recent years cannot go without the meta-analysis conducted by Durlak
et al. (2011). This meta-analysis included 213 selective and school-based uni-
versal SEL programmes and (among other things) its impact on pupils’ and
99
Durlak et al., 2011) highlight emotional recognition and regulation, set-
ting and achieving positive goals, taking other people’s perspectives into
consideration, establishing and maintaining positive relationships, dealing
with interpersonal conflicts in a constructive way and taking responsible
decisions.
Learning and teaching are two processes that include both the cog-
nitive as well as the emotional and social aspects of individuals’ function-
ing (Zins, Bloodworth, Weisseberg, & Walberg, 2004). In this article we fo-
cus on fostering the emotional and social aspects. Research (Humphrey,
2013) has shown that, without developed emotional and social competen-
cies, students establish a lower level of connection with school, which neg-
atively impacts their academic achievement, behaviour and health (Blum
& Libbey, 2004; Humphrey, 2013) and can lead to ESL. Students at risk of
ESL experience alienation from school, with low bonding, low engagement
and frequently low academic achievement (Ellias & Haynes, 2008; Motti-
Stefanidi & Masten, 2013). Social and emotional competencies are the ones
that differentiate students at risk who succeed in school and students at risk
who do not (Blum & Libbey, 2004).
Methodology
The literature review entailed use of a scientific literature search (database
PychArticles (EBSCO-HOST)) with the key words social and emotional
learning (in the title) and early school leaving (anywhere in the text): 0 re-
sults; social and emotional learning (anywhere in the text) and early school
leaving (anywhere in the text): 0 results. Social and emotional learning (in
the title) and drop-out (anywhere in the text): 1 article; social and emotion-
al learning (in the title) school (anywhere in the text): the result was 7 ar-
ticles. We used articles combining social and emotional learning and ac-
ademic achievement and relevant scientific monographs and handbooks
on the topic of social and emotional learning (also through a backward
search).
SEL in school and its role in ESL
The literature on the relationship between SEL and academic achievement
in recent years cannot go without the meta-analysis conducted by Durlak
et al. (2011). This meta-analysis included 213 selective and school-based uni-
versal SEL programmes and (among other things) its impact on pupils’ and
99
