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Social and Emotional Learning in China: Theory, Research, and Practice

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Social and Emotional Learning in Australia and the Asia-Pacific

Abstract

Research, practice, and policy interest in social and emotional learning (SEL) has increased in China over the past ten years. This chapter defines SEL as instructional efforts and systemic interventions that engage students, educators, parents and communities to promote safe, supportive, and optimally challenging schools and classrooms. There are two frontlines for SEL as introduced into China: addressing social and emotional skills and promoting basic educational quality. Each of these is the focus of the present chapter. The chapter also suggests priorities to address over the coming years for the field of SEL to thrive in China.

This project has been supported by the Fundamental Research Funds for Central Universities of China.

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Author information

Authors and Affiliations

  1. Faculty of Education, Beijing Normal University, Beijing, China

    Kai Yu & Zhen Jiang

Authors
  1. Kai Yu
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  2. Zhen Jiang
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Correspondence to Kai Yu .

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Editors and Affiliations

  1. Melbourne Graduate School of Education, University of Melbourne, University of Melbourne, Victoria, Australia

    Erica Frydenberg

  2. University of New South Wales, School of Education, Sydney, New South Wales, Australia

    Andrew J. Martin

  3. School of Education, University of New South Wales School of Education, Sydney, Australia

    Rebecca J. Collie

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Yu, K., Jiang, Z. (2017). Social and Emotional Learning in China: Theory, Research, and Practice. In: Frydenberg, E., Martin, A., Collie, R. (eds) Social and Emotional Learning in Australia and the Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-10-3394-0_11

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