Dear Ashton, Jazmine, and Bruce
Your evaluation of social-emotional learning (SEL) is commendable. The teachers struggle to assess how they can apply information learned on SEL to the learners. According to Jones & Bouffard (2012), SEL programs' implementation is rarely integrated into the classroom due to a lack of documentation on how it can be implemented. The implementation of the program is influenced by the class size (Jones & Bouffard, 2012). In most schools, the class size is large, and disruption from a small number of learners makes the program ineffective.
Next Generation
For the program to be effective in the next generation, it is true that rigorous, timely, and relevant research is required. Jones & Bouffard (2012) outline that high-quality SEL programming can be achieved by rigorous evaluation of sequenced activities contributing to its success. The teachers should be exposed to coordinated and connected programs that foster SEL prevention-related issues. The teachers should focus on implementing SEL programs that are associated with quality outcomes for the learners.
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New Research Paradigm
I find your new research paradigm quite informative. As part of your recommendation on the need for new approaches, I believe including Jones & Bouffard's (2012) p erception on continuity and consistency in SEL skill development is necessary. Incorporating early SEL skills into the learners from the initial stage of education is fundamental. The development of SEL skills across a child’s learning context contributes to effective alignment and collaboration of the program to the school staff, such as the teachers. The strategy enhances its implementation, adoption and helps in continuous improvements on reforms that foster effective SEL programs.
Key Questions/Challenges
The key questions that you captured relate to Jones & Bouffard's (2012) perspective. The main issue that affects the SEL program is its implementation in social contexts and how it operates in the classroom and school systems. The research needs to focus on interactions of different social factors such as its norms, practices, and beliefs, especially of the school curriculum.
Limitations
Your limitations can be strengthened by including fragmentation and marginalization in the education system. Jones & Bouffard (2012) argue that SEL skills are not considered an essential part of the educational mission. Therefore, its integration in the school system might not be effective regardless of its importance.
Reference
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies and commentaries. Social policy report , 26 (4), 1-33. https://files.eric.ed.gov/fulltext/ED540203.pdf
