Effects of Socio-emotional Learning Interventions before and after Pandemic: A Comparative Literature Review
Main Article Content
Keywords
comparative literature review, COVID-19, socio-emotional learning, interventions
Abstract
Despite the large number of studies on the benefits of socio-emotional learning (SEL) to student outcomes, its effects during the pandemic and how these differ in terms of period are understudied. This systematic literature review aims to compare the effects of SEL interventions before and during the COVID-19 pandemic. After using three databases and a study selection and quality assessment process, 40 empirical studies were included: 30 under pre-pandemic period and 10 under during pandemic period. Results revealed that the SEL interventions were still vastly positively influencing students across four learning domains in both periods. Cognitive effects were dominant across domains. Programs and strategies were dominant across intervention types. The findings indicate that SEL continues to be relevant especially in times of crisis and its implementation deserves continuity. However, issues with research design, construct validity, and study selection process are discussed to improve this review.
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Bailey, R., Stickle, L., Brion-Meisels, G., & Jones, S. (2019). Re-imagining social-emotional learning: Findings from a strategy-based approach. Phi Delta Kappan. Retrieved from: https://www.kappanonline.org/re-imagining-social-emotional-lear-ning-findings-from-a-strategybased-approach/.
Bardach, L., Klassen, R. M., Durksen, T. L., Rushby, J. V., Bostwick, K. C., & Sheridan, L. (2021). The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers. Computers & Education, 169, 104194. https://doi.org/10.1016/j.compedu.2021.104194.
Betawi, I. A. (2015). What effect does story time have on toddlers' social and emotional skills. Early Child Development and Care, 185(4), 594-600. http://dx.doi.org/10.1080/03004430.2014.943756
Bickmore, D., Roberts, M., Gonzales, M. (2020). How aspiring principals applied course-based learning to develop school improvement plans. Journal of Educational Administration, 1-32. Emerald Publishing. http://dx.doi.org/10.1108/JEA-06-2020-0139.
Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Socio and emotional learning associated with universal curriculum-based interventions in early childhood education and care center. JAMA Network Open 2018, 1(8), e185727-e185727.
Chan, Z. C. (2017). A qualitative study on using concept maps in problem-based learning. Nurse Education in Practice, 24, 70-76. https://doi.org/10.1016/j.nepr.2017.04.008.
Christel, M. G., Stevens, S., Champer, M., Balash, J., Brice, S., Maher, B., & Harpstead, E. (2013, September). Beanstalk: A unity game addressing balance principles, socio-emotional learning and scientific inquiry. In 2013 IEEE International Games Innovation Conference (IGIC) (pp. 36-39). IEEE.
Clarke, E. J., Klas, A., & Dyos, E. (2021). The role of ideological attitudes in responses to COVID-19 threat and government restrictions in Australia. Personality and Individual Differences, 175, 110734.10.1016/j.paid.2021.110734.
Clarke, A., Sorgenfrei, M., Mulcahy, J., Davie, P., Friedrich, C. & McBride, T. (2021). Adolescent mental health: A systematic review on the effectiveness of school-based interventions. Early Intervention Foundation.
Collaborative for Academic, Social, and Emotional Learning (2013a). CASEL schoolkit: A guide for implementing schoolwide academic, social, and emotional learning. Chicago, IL: Author.
Collaborative for Academic, Social, and Emotional Learning. (2013b). 2013 CASE guide: Effective social and emotional learning programs - Preschool and elementary school edition. Chicago, IL: Author.
Commission on Higher Education. (2021). Guidelines on the implementation of flexible learning options. CMO-No.-20-s.-2021.pdf. https://ched.gov.ph/wp-content/uploads/CMO-No.-20-s.-2021.pdf.
Cook, C. R., Frye, M., Slemrod, T., Lyon, A. R., Renshaw, T. L., & Zhang, Y. (2015). An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths’ mental health. School psychology quarterly: the official journal of the Division of School Psychology, American Psychological Association, 30(2), 166-183. https://doi.org/10.1037/spq0000102.
Cristóvão, A M., Candeias, A. A., & Verdasca, J. (2017). Social and emotional learning and academic achievement in Portuguese schools: A bibliometric study. Frontiers in Psychology, 8, 1913. https://doi.org/10.3389/fpsyg.2017.01913.
Department of Education. (2020). Learning opportunities shall be available: The basic education learning continuity plan in the time of COVID-19. DepEd_LCP_July3.pdf.
Domitrovich C.E., Durlak J.A., Staley, K.C., & Weissberg R.P. (2017). Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. Child Development, 88, 408-416. doi: 10.1111/cdev.12739.
Duncan, R., Washburn, I. J., Lewis, K. M., Bavarian, N., DuBois, D. L., Acock, A. C., & Flay, B. R. (2017). Can universal SEL programs benefit universally? Effects of the positive action program on multiple trajectories of social-emotional and misconduct behaviors. Prevention science, 18(2), 214-224.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432.
Durlak, J. A. (Ed.). (2015). Handbook of social and emotional learning: Research and practice. Guilford Publications.
Durlak, J. A. & Mahoney, J.L. (2019). The practical benefits of an SEL program. https://www.researchgate.net/publication/338019881_The_Practical_Benefits_of_an_SEL_Program.
Education Group for Guidelines on Evaluation. (1999). Guidelines for evaluating papers on educational interventions. BMJ (Clinical Research Ed.), 318(7193), 1265-1267.
Esen-Aygun, H., & Sahin-Taskin, C. (2017). Teachers' Views of Social-Emotional Skills and Their Perspectives on Social-Emotional Learning Programs. Journal of Education and Practice, 8(7), 205-215.
Gomes da Costa, M., Pinto, L. H., Martins, H., & Vieira, D. A. (2021). Developing psychological capital and emotional intelligence in higher education: A field experiment with economics and management students. The International Journal of Management Education, 19(3), 100516.doi:10.1016/j.ijme.2021.100516.
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The Future of Children, 13-32. https://doi.org/10.1353/foc.2017.0001.
Gueldner, B. A., Feuerborn, L. L., & Merrell, K. W. (2020). Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Publications.
Gueldner, B. A., Feuerborn, L. L., & Merrell, K. W. (2020). Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Publications.
Gulseven, O., Al, Harmoodi, F., l Falasi, M., & ALshomali, I. (2020). How the COVID-19 pandemic will affect the UN sustainable development goals? https://ssrn.com/abstract=3592933 or https://dx.doi.org/10.2139/ssrn.3592933.
Helms, R., Fukkink, R., van Driel, K., & Vorst, H. C. M. (2021). Benefits of an out-of-school time program on social-emotional learning among disadvantaged adolescent youth: A retrospective analysis. Children and Youth Services Review, 131, 106262. https://doi.org/10.1016/j.childyouth.2021.106262.
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Published
Aug 31, 2022
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How to Cite
Tabalanza, J. A., Singh, M., Edris, A., & Tabajen, M. (2022). Effects of Socio-emotional Learning Interventions before and after Pandemic: A Comparative Literature Review. Asia Pacific Higher Education Research Journal (APHERJ), 9(1). https://doi.org/10.56278/apherj.v9i1.1701
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Research Article
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