Editorial : Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs
Although the COVID-19 Pandemic began in 2020, it continues to exert a negative impact on the social, emotional, behavioral, and academic wellbeing of many children and youth across the globe (e.g., Bell et al., 2023; Panchal et al., 2023) and throughout Europe (European Education and Culture Executi...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Centre for Resilience & Socio-Emotional Health
2024-04-01
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| Series: | International Journal of Emotional Education |
| Online Access: | https://www.um.edu.mt/library/oar/handle/123456789/120856 |
| _version_ | 1827276709634768896 |
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| author | Christopher J. Anthony Illaria Grazzani Stephen N. Elliott Valeria Cavioni |
| author_facet | Christopher J. Anthony Illaria Grazzani Stephen N. Elliott Valeria Cavioni |
| author_sort | Christopher J. Anthony |
| collection | DOAJ |
| description | Although the COVID-19 Pandemic began in 2020, it continues to exert a negative impact on the social, emotional, behavioral, and academic wellbeing of many children and youth across the globe (e.g., Bell et al., 2023; Panchal et al., 2023) and throughout Europe (European Education and Culture Executive Agency, 2022). To address these significant needs, researchers, educators, and policymakers have continued to stress the importance of developing instructional and intervention programs that target children’s social and emotional learning (SEL) and emotional behavior concerns (EBC). Many examples of such programs exist in countries throughout Europe (e.g., Cefai, et al., 2018). A particularly notable example is the Promoting Mental Health at Schools (PROMEHS) program (Cefai et al., 2022). Such developments are promising as children and youth continue to need enhanced supports and schools represent an excellent setting to provide it to them.
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| first_indexed | 2024-04-24T07:04:20Z |
| format | Article |
| id | doaj.art-74b14307f91a4cc9862d26b486a5c0e6 |
| institution | Directory Open Access Journal |
| issn | 2073-7629 |
| language | English |
| last_indexed | 2024-04-24T07:04:20Z |
| publishDate | 2024-04-01 |
| publisher | Centre for Resilience & Socio-Emotional Health |
| record_format | Article |
| series | International Journal of Emotional Education |
| spelling | doaj.art-74b14307f91a4cc9862d26b486a5c0e62024-04-22T04:34:07ZengCentre for Resilience & Socio-Emotional HealthInternational Journal of Emotional Education2073-76292024-04-011611510.56300/FVRF6319Editorial : Introduction to the special issue on assessing children’s social emotional learning to guide improvement programsChristopher J. Anthony0Illaria Grazzani1Stephen N. Elliott2Valeria Cavioni3University of FloridaUniversity of Milano-BicoccaArizona State UniversityUniversity of FoggiaAlthough the COVID-19 Pandemic began in 2020, it continues to exert a negative impact on the social, emotional, behavioral, and academic wellbeing of many children and youth across the globe (e.g., Bell et al., 2023; Panchal et al., 2023) and throughout Europe (European Education and Culture Executive Agency, 2022). To address these significant needs, researchers, educators, and policymakers have continued to stress the importance of developing instructional and intervention programs that target children’s social and emotional learning (SEL) and emotional behavior concerns (EBC). Many examples of such programs exist in countries throughout Europe (e.g., Cefai, et al., 2018). A particularly notable example is the Promoting Mental Health at Schools (PROMEHS) program (Cefai et al., 2022). Such developments are promising as children and youth continue to need enhanced supports and schools represent an excellent setting to provide it to them. https://www.um.edu.mt/library/oar/handle/123456789/120856 |
| spellingShingle | Christopher J. Anthony Illaria Grazzani Stephen N. Elliott Valeria Cavioni Editorial : Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs International Journal of Emotional Education |
| title | Editorial : Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs |
| title_full | Editorial : Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs |
| title_fullStr | Editorial : Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs |
| title_full_unstemmed | Editorial : Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs |
| title_short | Editorial : Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs |
| title_sort | editorial introduction to the special issue on assessing children s social emotional learning to guide improvement programs |
| url | https://www.um.edu.mt/library/oar/handle/123456789/120856 |
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