Fundamental Themes in Social–Emotional Learning: A Theoretical Framework for Inclusivity

Mickayla Dussault () and Robert B. Thompson
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Mickayla Dussault: Psychology Department, University of Southern Maine, Portland, ME 04103, USA
Robert B. Thompson: Psychology Department, University of Southern Maine, Portland, ME 04103, USA

IJERPH, 2024, vol. 21, issue 4, 1-21

Abstract: Social–emotional learning (SEL) is a rapidly growing field of research that has garnered significant attention in recent years. Each facet of SEL research in fields such as education, mental health, and developmental research has used specific methodologies and terms in their narrow research focus. In education specifically, where the most SEL research has been produced, many frameworks have implementation requirements. The lack of a framework focused on overarching themes without implementation requirements prevents the fields from coming together to compile and compare research and progress to create parent-, adult-, or mental health-specific SEL programs. This paper provides a conceptual analysis of SEL, aimed at clarifying the concept and deconstructing its various facets. This framework is needed to acknowledge the many different terms and skills for the same principle while also narrowing down definitions for clarity. The resulting framework can be used as a basis for future research, practice, and policy discussions in the field.

Keywords: social–emotional learning; trauma-informative care; public mental health; social development; equitable education (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2024
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