What is new?

CASEL, the leading organization in the US promoting SEL, has updated its conceptual framework. Education systems in many countries around the world, including Israel to a large extent, rely on the CASEL framework. The new framework emphasizes the importance of socio-cultural sensitivity, equality and fairness, trust, and cooperative, authentic relationships between families, educational systems and communities. The new concepts in the framework are reflected in some updates of social-emotional skills.

The journal Children & Schools (Oxford University Press) published a study examining sense of belonging among middle-school students in Israel. Conducted by Dr. Daphne Kopelman-Rubin, Noa Weiss, Dr. Inna Kats-Gold, and Dr. Alana Siegel, the study examined the relationship between emotion regulation and psychosocial difficulties among adolescents with specific learning disorder (SLD) and the impact their sense of school belonging had on this.

2X10 equals 20. But this simple, effective pedagogic practice to cultivate SEL can be worth much more than the sum of its parts. Teachers simply dedicate two minutes a day to one student for 10 consecutive days.

A summary of the position paper, Social-Emotional Aspects of Online Learning – Challenges, Skills and Tools. The summary presents principles and recommendations for how educators can continue to respond to students’ social-emotional needs during remote learning.

The Yozma – Center for Knowledge and Research in Education, of the Israel Academy of Sciences and Humanities, published Social and Emotional Skills Cultivation in the Education System: A summary of the proceeding of the expert committee, status report and recommendation. This summary presents the latest knowledge and research on SEL along with guidelines and recommendations for systematic, comprehensive SEL implementation in Israel.