SOCIAL-EMOTIONAL LEARNING IN PRESENT EDUCATION SYSTEM: A CONTENT ANALYSIS
DOI:
https://doi.org/10.55197/qjssh.v6i2.414Keywords:
social, emotional, learning, education systemAbstract
Socio-emotional learning (SEL) is an educational approach that supports and enhances the social and emotional growth of students. However, the current education system is facing challenges in preparing students not just for academic success but also for personal and societal accomplishment. The objective of this study is to analyse the material related to SEL inside the current education system. This study utilises a content analysis of current literature and resources pertaining to SEL within the current education system. The following are some key elements that can help maintain SEL in present education system, which are: (a) emotional and physical safety; (b) mindfulness and self-regulation; (c) family and community engagement; and (d) assessment and evaluation. Ultimately, the essential components of emotional and physical security, mindfulness and self-control, involvement of families and communities, and assessment and evaluation are vital for maintaining SEL in educational settings. While there is a growing body of evidence that supports the benefits of SEL in schools, there are still several areas that require further examination.
References
Anakwe, A., Majee, W., Keller, K.J., Jooste, K. (2020): Family structure diversity: Views from rural community leaders and implications for youth engagement. – Community Development 51: 157-171.
Avandra, R., Neviyarni, S. (2023): Pembelajaran sosial emosional terhadap motivasi belajar peserta didik di sekolah dasar. – Didaktik: Jurnal Ilmiah PGSD STKIP Subang 9(2): 5560-5570.
Berkovich-Ohana, A., Jennings, P.A., Lavy, S. (2019): Contemplative neuroscience, self-awareness, and education. – Progress in Brain Research 244: 355-385.
Berti, S., Cigala, A. (2020): Mindfulness for preschoolers: Effects on prosocial behavior, self-regulation and perspective taking. – Early Education and Development 33: 38-57.
Brion, C. (2022): Cultural proficiency: The necessary link to family engagement. – Journal of Cases in Educational Leadership 25(1): 72-83.
Brown, C., Donnelly, M. (2022): Theorising social and emotional wellbeing in schools: A framework for analysing educational policy. – Journal of Education Policy 37(4): 613-633.
Capperucci, D., Salvadori, I. (2021): Learning and performance evaluation in distance higher education: a case study during the Covid-19 pandemic. – In MATEC Web of Conferences, EDP Sciences 343: 13p.
Cobeña, G.T.B., García, L.A.P., Pin, S.C.S., Montes, L.C.Z. (2021): The formative assessment as systematic practice in higher basic education students. – International Research Journal of Management, IT and Social Sciences 8(2): 132-140.
Conboy, A., Clancy, K. (2023): Non-judgemental attention with intention: mindfulness in the curriculum at home and abroad. – Education and New Developments 5p.
Corti, L., Gelati, C. (2020): Mindfulness and coaching to improve learning abilities in university students: A pilot study. – International Journal of Environmental Research and Public Health 17(6): 20p.
Darabi, F. (2021): The effectiveness of mindfulness training on self-regulation and perceived academic control of girl students. – Randwick International of Social Science Journal 2(2): 128-140.
Dârlă, I. (2021): Evaluation of learning in the period of early education. – LUMEN Proceedings 16: 163-171.
Delgado, N., Bermúdez-Torres, C., Conde, C., Jiménez-Vicioso, J. (2023). Emotional education in elementary schools: A systematic review from 2015 to 2017. – e-Motion: Revista de Educación, Motricidad e Investigación 17p.
Dragoslavova, M. (2021): Socio-emotional studying at school – attitude, prospects, benefits. – Education and Technologies Journal 12(2): 21-44.
Eden, C.A., Chisom, O.N., Adeniyi, I.S. (2024): Parent and community involvement in education: Strengthening partnerships for social improvement. – International Journal of Applied Research in Social Sciences 6(3): 372-382.
Estrada, M., Monferrer, D., Rodriguez, A., Moliner, M.Á. (2021): Does emotional intelligence influence academic performance? The role of compassion and engagement in education for sustainable development. – Sustainability 13(4): 18p.
Flores, T.T., Springer, S. (2021): Our legends and journey stories: Exploring culturally sustaining family engagement in classrooms. – Theory Into Practice 60: 312-321.
Fredrick, S.S., McClemont, A.J., Jenkins, L.N., Kern, M. (2021): Perceptions of emotional and physical safety among boarding students and associations with school bullying. – School Psychology Review 50: 441-453.
Gallan, B., Dawes, K., Thomas, S.J. (2020): Medical student perceptions of physical and emotional safety before and after 5-week mental health placements. – Australasian Psychiatry 28: 229-234.
Getahun Abera, W. (2023): Emotional intelligence and pro-social behavior as predictors of academic achievement among university students. – Community Health Equity Research & Policy 43(4): 431-441.
Gilemkhanova, E. (2019): The relationship of socio-psychological security and academic performance of the educational environment of municipalities. – Education & Self Development 14(2): 68-78.
Gimbert, B.G., Miller, D., Herman, E., Breedlove, M., Molina, C.E. (2023): Social emotional learning in schools: The importance of educator competence. – Journal of Research on Leadership Education 18(1): 3-39.
Greenberg, M.T. (2023): Evidence for social and emotional learning in schools. – Learning Policy Institute 6p.
Heidelburg, K., Phelps, C., Collins, T. (2022): Reconceptualizing school safety for black students. – School Psychology International 43: 591-612.
Hooks, S., Cruzado-Guerrero, J. (2021): Engaging families in STEM through environmental education. – In Building STEM Skills through Environmental Education, IGI Global 27p.
Jones, P. (2020): Social and emotional learning and its impact on pastoral support. – Pastoral Care in Education 38(1): 83-87.
Kelty, N.E., Wakabayashi, T. (2020): Family engagement in schools: Parent, educator, and community perspectives. – Sage Open 10(4): 13p.
Kharkivska, A. (2021): Formation of emotional intelligence in future social sphere professionals. –Scientific Journal of Khortytsia National Academy 9p.
Kidman, G., Chang, C.H. (2022): Assessment and evaluation in geographical and environmental education. – International Research in Geographical and Environmental Education 31: 169-171.
Lal, A., Sahu, K.K., Mishra, A. (2021): Workplace safety: Both physical and emotional. – Acta Bio Medica: Atenei Parmensis 92(2): 2p.
Lateef, F. (2020): Maximizing learning and creativity: understanding psychological safety in simulation-based learning. – Journal of Emergencies, Trauma, and Shock 13(1): 5-14.
Lavy, S., Berkovich-Ohana, A. (2020): From teachers’ mindfulness to students’ thriving: The Mindful Self in School Relationships (MSSR) model. – Mindfulness 11: 2258-2273.
MacDonald, H.Z. (2020): Associations of five facets of mindfulness with self-regulation in college students. – Psychological Reports 124: 1202-1219.
Main, K. (2020): Social and emotional wellbeing. – In Teaching Primary Years, Routledge 14p.
Maur, I.V. (2022): Grasping social reality. – German Journal of Philosophy 70: 955-971.
McMullen, J., Walton-Fisette, J. (2022): Equity-minded community involvement and family engagement strategies for health and physical educators. – Journal of Physical Education, Recreation & Dance 93: 46-50.
Mekonen, Y.K., Fitiavana, R.A. (2021): Assessment of learning outcomes in higher education: Review of literature. – International Journal of Research Publications 71(1): 69-76.
Michael, S., Barnes, S., Wilkins, N. (2023): Scoping review of family and community engagement strategies used in school-based interventions to promote healthy behaviors. – The Journal of School Health 93(9): 828-841.
Mitsea, E., Drigas, A., Skianis, C. (2023): Digitally assisted mindfulness in training self-regulation skills for sustainable mental health: A systematic review. – Behavioral Sciences 13(12): 45p.
Morton, M.L., Felver, J.C. (2020): Patricia A. Jennings: The Mindful School: Transforming School Culture Through Mindfulness and Compassion. – Guilford Press, New York 271p.
Mubayrik, H. (2020): New trends in formative-summative evaluations for adult education. – SAGE Open 10(3): 13p.
Oktaviana, D., Barizi, A., Yaqin, M.Z.N. (2022): The challenges of the society 5.0 era: The evaluation of learning in primary education. – Al Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah 12(1): 8p.
Oluwadele, D., Singh, Y., Adeliyi, T.T. (2023): E-learning performance evaluation in medical education: A bibliometric and visualization analysis. – Healthcare 11(2): 24p.
Opelt, F., Schwinger, M. (2020): Relationships between narrow personality traits and self-regulated learning strategies: Exploring the role of mindfulness, contingent self-esteem, and self-control. – AERA Open 6(3):15p.
Papakitsou, V. (2020): Sociology of emotions. – Dialogues in Clinical Neuroscience & Mental Health 3(3): 191-196.
Peixoto, L.S.A., Gondim, S.M.G. (2020):Mindfulness and emotional regulation: A systematic literature review. – Revista Eletrônica Saúde Mental Álcool E Drogas 16(3): 88-104.
Reinke, W., Smith, T., Herman, K. (2019): Family-school engagement across child and adolescent development. – School Psychology 34(4): 346-349.
Robles-Goodwin, P.J., Salazar, J.C., Garza, T., Torres, B.Y., Martinez, C. (2020): Engaging parents, family and the community for improving educational outcomes for 3rd-5th grade English Learner Children: A first-year program implementation. – Journal of Latinos and Education 22: 785-792.
Savina, E. (2020): Self-regulation in preschool and early elementary classrooms: Why it is important and how to promote it. – Early Childhood Education Journal 49: 493-501.
Segal-Andrews, A., Nelson-Major, C. (2014): Social and emotional learning. In W. G. Scarlett (Ed.), The SAGE encyclopedia of classroom management. – SAGE Publications Inc. 2: 748-750.
Shean, M., Mander, D. (2020): Building emotional safety for students in school environments: Challenges and opportunities. – In: R. Midford, G. Nutton, B. Hyndman, S. Silburn (eds.) Health and Education Interdependence, Springer 23p.
Sievertsen, H.H. (2022): Assessments in education. – ArXiv Preprint 44p.
Sinaga, Y.D.K., Arliani, E., Ngala, J.C., Agustina, N.L.I.T. (2024): Accuracy of self-assessment and peer assessment in learning: A systematic literature review. – Jurnal Paedagogy 11(2): 312-322.
Smith, T., Reinke, W., Herman, K., Huang, F. (2019): Understanding family-school engagement across and within elementary- and middle-school contexts. – School Psychology 34(4): 363-375.
Strait, J.E., Strait, G.G., McClain, M.B., Casillas, L.M., Streich, K., Harper, K. L., Gómez, J. (2020): Classroom mindfulness education effects on meditation frequency, stress, and self-regulation. – Teaching of Psychology 47: 162-168.
Styfanyshyn, I., Yurko, N. (2020): The implementation of the social and emotional training into the modern educational environment. – Primedia eLaunch LLC 10p.
Supriatna, E., Hanurawan, F., Eva, N., Rahmawati, H., Yusuf, H. (2024): Analyzing factors affecting social skills development among students in Indonesian schools. – Islamic Guidance and Counseling Journal 7(1): 1-16.
Toniolo-Barrios, M., Brasil, A., Pitt, L.F. (2020): Nine prolific years: An analysis of publications in mindfulness. – Mindfulness 11: 1077-1089.
Touloupis, T., Athanasiades, C. (2022) Evaluation of a cyberbullying prevention program in elementary schools: The role of self-esteem enhancement. – Frontiers in Psychology 13: 1-8.
Trotsuk, I.V. (2021): How sociology of emotions is possible, and how it helps to understand happiness and justice. – RUDN Journal of Sociology 21(3): 610-622.
Weare, K. (2019): Mindfulness and contemplative approaches in education. – Current Opinion in Psychology 28: 321-326.
Wilinski, B., Morley, A., Wu, J. (2022): Uncovering new opportunities for family engagement during COVID-19. – Phi Delta Kappan 103: 14-17.
Yusuf, O.Y.H., Siana, S., Dasria, W., Darwia, D., Mutmainah, W.N. (2023): Educator's behavior in a safe classroom atmosphere. – AURELIA: Jurnal Penelitian dan Pengabdian Masyarakat Indonesia 2(1): 521-524.
Zamfirescu-Mareș, D. (2024): Social and emotional development in university: educational training activity for social work program students. – Educația Plus 35(1): 186-203.
Zimyanina, E.V. (2021): Social feeling as a spiritual and psychological phenomenon. – Sociopolitical Sciences 11(3): 127-132.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 BATRISYIA HIDAYAH BAHARUDDIN, MOHD AMZARI TUMIRAN
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
