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School-Based Social and Emotional Learning Interventions: Common Principles and European Applications

  • Neil Humphrey
Chapter
Part of the The Springer Series on Human Exceptionality book series (SSHE)

Abstract

In this chapter, I provide an overview of contemporary theory and research relating to universal, school-based social and emotional learning (SEL) interventions. I begin with a working definition and brief discussion of the rationale for SEL, before getting “under the hood” to consider the form, function, and characteristics of available interventions. I provide illustrative examples throughout, with a particular emphasis on those originating in Europe. There follows a discussion of the evidence pertaining to outcomes and moderators of SEL programs, including cultural transferability, stage of evaluation, implementation variability, differential responsiveness, intervention characteristics, and developer involvement in evaluation.

Keywords

Social and emotional learning (SEL) Intervention research Program evaluation European context 

Notes

Acknowledgments

I am grateful to my colleagues and friends in the European Network for Social and Emotional Competence in Children for their overwhelming response when I asked for examples of homegrown European SEL interventions.

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Authors and Affiliations

  1. 1.Manchester Institute of Education, University of ManchesterManchesterUK

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