Cette présentation a été effectuée le 28 novembre 2011, au cours de la Rencontre internationale La prochaine décennie pour les écoles favorisant la santé, le bien-être et la réussite éducative dans le cadre des 15es Journées annuelles de santé publique (JASP 2011). L’ensemble des présentations est disponible sur le site Web des JASP à la section Archives au : http://jasp.inspq.qc.ca/.

Educating the Heart as Well as the Mind: Why Promoting Children’s Social and Emotional Learning Should Be an 

Essential Part of Education

Kimberly A. Schonert-Reichl, Ph.D.University of British Columbia

3rd International Conference on Schools that Promote Health Well being andPromote Health, Well-being and

Educational Success15th Annual Public Health Days

Montréal, Québec, CanadaNovember 28, 2011

Why is Social and Emotional Learning Important?

“Teaching and learning in schools have strong social, emotional, and

academic components.”

(Zins, Weissberg, Wang, & Walberg)

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“Emotions can facilitate or impede children’s academic engagement,

work ethic, commitment, and ultimate school success.” (Durlak et. al., 2011)

Wh N ?Why Now?

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Changes and Challenges: Changes and Challenges: Societal RisksSocietal Risks

•• POVERTYPOVERTY

•• LOSS OF SUPPORTLOSS OF SUPPORT

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•• ROLE MODELSROLE MODELS

•• EXPOSURE TO VIOLENCEEXPOSURE TO VIOLENCE

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One in five childrenand adolescents experience problems

severe enough togwarrant the need for

mental health services

(Romano et al. 2001; U.S. Public(Romano et al. 2001; U.S. Public Health Service 2000).

+Social and EmotionalEmotional Learning (SEL)

A Growing Movement

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Social emotional learning is the process through which we learn to Social emotional learning is the process through which we learn to d b h k dd b h k drecognize and manage emotions, care about others, make good recognize and manage emotions, care about others, make good

decisions, behave ethically and responsibly, develop positive decisions, behave ethically and responsibly, develop positive relationships and avoid negative behaviors.relationships and avoid negative behaviors.

Source:ZinsZins, , BloodworthBloodworth, , WeissbergWeissberg, and Walberg (2004), and Walberg (2004)Building Academic Building Academic Success on Social Emotional LearningSuccess on Social Emotional Learning

SEL is...

Self Responsible

Recognizing one’s emotions and values

as well as one’s

Making ethical, constructive

choices about

Social &

Emotional

Learning

Awareness Decision-Making

SelfManagement Relationship

Skills

as well as one s strengths and

limitations

choices about personal

and social behavior

Managing emotions andbehaviors to

achieve one’s goals Learning

SocialAwareness

Forming positive relationships,

working in teams, dealing effectively with

conflict

one s goals

Showing understanding and empathy for others

Source: CASEL – Collaborative for Academic, Social, and Emotional Learning

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Effective SEL l i Self Awareness e

sons

Teacher Social and Emotional Competence & Pedagogical Skills

CASEL Heuristic Framework

Healthy Relationships

Effective Classroom 

Management

Implementation

Academic

CASEL Five Core Domains of S‐E Competence

Self‐Awareness

Responsible Decision‐Making

Self‐Management

Social Awareness Relationship Skills

d Emotional Competencie

ext: Clim

ate an

d In

teractio

School & Community Context; District, State & Federal Policy

Instructional Support

Academic, Achievement, Behavioral, and Emotional Health So

cial an

Classroom Cont e

Social and Emotional Learning Across the Globe

Canada United States Latin America (e.g., Colombia) United Kingdom (e.g., England, Ireland) Denmark Sweden

Norway Spain (Basque Region?) The Netherlands Germany Israel Turkey

Japan Singapore Phillippines Cambodia Thailand New Zealand Australia Africa

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A PARADIGM SHIFT:FROM ILL‐BEING TO WELL‐BEING

SEL & Neuroscience

Brain

Plasticity

Early Experience

&

Sensitive Periods

Prefrontal

Cortex

Environment

Source: CASEL’s 2007 Forum: Dr. Richard Davidson’s Presentation

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What do we know about the Effectiveness of SEL Programs?

Many SEL programs help students apply skills in preventing specific

problems like:

Substance useInterpersonal violence

Bullyingy gSchool failure (Zins & Elias, 2006)

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Meta-analysis of 213 school-based, universal SEL programs

270,034 kindergarten through high school students

E tensi e literat re search andExtensive literature search and analysis identified SEL programs to

be studied

STUDENT GAINS REDUCED RISKS FOR FAILURE

Source: Durlak, Weissberg, Dymnicki, Taylor, & Schellinger (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82, 474‐501.

• Social & Emotional Skills

• Improved attitude about self, others, and school

• Conduct problems 

• Aggressive behavior

• Emotional distress

school

• Positive behavior

• 11 percentile point gain  on standardized achievement

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How Can We Nurture SEL’s Growth?

•• ““Every child requires someone in his or her Every child requires someone in his or her life who is absolutely crazy about themlife who is absolutely crazy about them..””

•• UrieUrie BronfenbrennerBronfenbrenner

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The “Roots of Empathy”

Source: “Roots of Empathy” (http://www.rootsofempathy.org/)

Helps children and teenagers cope withteenagers cope with feelings of fear, worry, and depression by building resilience and self-esteem and teaching cognitive and emotional skills in a simple, well-structured format.

Acknowledged by the g yWorld Health Organization for its 10 years of comprehensive evaluation and practice. It has proved effective for up to 6 years after initial exposure.

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MindUP and Scholastic, Inc.

Social and EmotioanlLearning (SEL) in Teacher 

Training  at the University of g yBritish Columbia, Vancouver, 

Canada

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+

Thank you!!Thank you!!

Ideas, questions, comments welcome!!comments welcome!!

“The true measure of a nation’s standing is how well it attends to its children – their health and safety, their material security, their sense of being loved, valued, and included in the families and societies into which theyfamilies and societies into which they are born.”

Child Poverty in Perspective: An overview of child well‐being in rich countries           

Unicef, 2007

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