“Plays Nice With Others”: Social–Emotional Learning and Academic Success

TLDR

Social‑emotional learning (SEL) is increasingly recognized as a key factor in determining children’s school readiness and predicting academic success. The article outlines a model of SEL, identifies specific SEL skills, and discusses how these skills contribute to academic achievement. The authors describe SEL skills as hybrid variables with shared underlying mechanisms, a reciprocal nature, and discuss assessment, programming, and policy measures to enhance learning environments. A corrigendum has been published.

Abstract

Abstract Research Findings: Social–emotional learning (SEL) is increasingly becoming an area of focus for determining children's school readiness and predicting their academic success. Practice or Policy: The current article outlines a model of SEL, identifies specific SEL skills, and discusses how such skills contribute and relate to academic success. Given that SEL skills may vary within person and across environments, the authors also discuss the concept of SEL skills as hybrid variables. Possible shared underlying mechanisms and their reciprocal nature, as well as assessment of and programming for SEL skills, are also discussed. Lastly, the authors bring attention to important policy considerations that aim to positively influence the learning environment for all children. View correction statement:Corrigendum