Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed education
There is an urgent need to support the social and emotional well-being of adolescents with experiences of adversity and trauma. Adolescence is a critical period of development for promoting social and emotional competencies, which can prevent poor mental health and problematic substance use and prom...
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| Format: | Article |
| Language: | English |
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Elsevier
2024-12-01
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| Series: | Social and Emotional Learning: Research, Practice, and Policy |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2773233924000184 |
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| author | Jacqueline E. Maloney Jenna Whitehead David Long Julia Kaufmann Eva Oberle Kimberly A. Schonert-Reichl Michelle Cianfrone Alexander Gist Hasina Samji |
| author_facet | Jacqueline E. Maloney Jenna Whitehead David Long Julia Kaufmann Eva Oberle Kimberly A. Schonert-Reichl Michelle Cianfrone Alexander Gist Hasina Samji |
| author_sort | Jacqueline E. Maloney |
| collection | DOAJ |
| description | There is an urgent need to support the social and emotional well-being of adolescents with experiences of adversity and trauma. Adolescence is a critical period of development for promoting social and emotional competencies, which can prevent poor mental health and problematic substance use and promote thriving during challenging teenage years and beyond. Both transformative social and emotional learning (TSEL) and trauma-informed programs for schools (TIPS) have been identified as promising practices for supporting social and emotional well-being among young people with experiences of adversity. We propose a pragmatic theory of action for schools for implementing and evaluating initiatives that integrate TSEL and TIPS made up of three iterative components: awareness, assessment, and action. The TSEL + TIPS Theory of Action is illustrated by a case study of a cross-sectoral collaboration of government, schools, researchers, healthcare, and adolescents to implement TSEL and TIPS initiatives in British Columbia, Canada. The case study provides evidence for the feasibility of TSEL + TIPS Theory of Action and may serve as an example for other regions as experiences of adversity and poor mental health continue to rise among adolescents globally. |
| format | Article |
| id | doaj-art-e693a85d370f48659c091a727d5c8c75 |
| institution | DOAJ |
| issn | 2773-2339 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Social and Emotional Learning: Research, Practice, and Policy |
| spelling | doaj-art-e693a85d370f48659c091a727d5c8c752025-08-20T02:41:17ZengElsevierSocial and Emotional Learning: Research, Practice, and Policy2773-23392024-12-01410004410.1016/j.sel.2024.100044Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed educationJacqueline E. Maloney0Jenna Whitehead1David Long2Julia Kaufmann3Eva Oberle4Kimberly A. Schonert-Reichl5Michelle Cianfrone6Alexander Gist7Hasina Samji8Health Sciences, Simon Fraser University, 8888 University Drive, Burnaby, BC, Canada; Correspondence to: BC Children’s Hospital, 4500 Oak St, Vancouver, BC, Canada.YDI Implementation Coordinator, Health Sciences, Simon Fraser University, 8888 University Drive, Burnaby, BC, CanadaHealth Sciences, Simon Fraser University, 8888 University Drive, Burnaby, BC, Canada; Vancouver Coastal Health, 520 West 6th Avenue, Vancouver, BC, CanadaHealth Sciences, Master’s Student, Simon Fraser University, 8888 University Drive, Burnaby, BC, CanadaThe Human Early Learning Partnership, School of Population and Public Health, Faculty of Medicine, University of British Columbia, 2206 E Mall, Vancouver, BC, CanadaNoVo Foundation Endowed Chair in Social and Emotional Learning, Professor, Department of Psychology (MC 285), University of Illinois at Chicago, 1200 West Harrison St., Chicago, IL 60607, USAProgram Manager, Health Promotion, BC Children’s Hospital, 4500 Oak St, Vancouver, BC, CanadaHealth Promotion and Health Literacy Specialist, BC Children’s Hospital, 4500 Oak St, Vancouver, BC, CanadaSimon Fraser University, Health Sciences, 8888 University Drive, Burnaby, BC, Canada; Senior Scientist in Mental Well-being, BC Centre for Disease Control, 655 W 12th Ave, Vancouver, BC, CanadaThere is an urgent need to support the social and emotional well-being of adolescents with experiences of adversity and trauma. Adolescence is a critical period of development for promoting social and emotional competencies, which can prevent poor mental health and problematic substance use and promote thriving during challenging teenage years and beyond. Both transformative social and emotional learning (TSEL) and trauma-informed programs for schools (TIPS) have been identified as promising practices for supporting social and emotional well-being among young people with experiences of adversity. We propose a pragmatic theory of action for schools for implementing and evaluating initiatives that integrate TSEL and TIPS made up of three iterative components: awareness, assessment, and action. The TSEL + TIPS Theory of Action is illustrated by a case study of a cross-sectoral collaboration of government, schools, researchers, healthcare, and adolescents to implement TSEL and TIPS initiatives in British Columbia, Canada. The case study provides evidence for the feasibility of TSEL + TIPS Theory of Action and may serve as an example for other regions as experiences of adversity and poor mental health continue to rise among adolescents globally.http://www.sciencedirect.com/science/article/pii/S2773233924000184Trauma-informed schoolsTransformative social and emotional learningAdolescenceAdverse experiencesWell-being |
| spellingShingle | Jacqueline E. Maloney Jenna Whitehead David Long Julia Kaufmann Eva Oberle Kimberly A. Schonert-Reichl Michelle Cianfrone Alexander Gist Hasina Samji Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed education Social and Emotional Learning: Research, Practice, and Policy Trauma-informed schools Transformative social and emotional learning Adolescence Adverse experiences Well-being |
| title | Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed education |
| title_full | Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed education |
| title_fullStr | Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed education |
| title_full_unstemmed | Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed education |
| title_short | Supporting adolescent well-being at school: Integrating transformative social and emotional learning and trauma-informed education |
| title_sort | supporting adolescent well being at school integrating transformative social and emotional learning and trauma informed education |
| topic | Trauma-informed schools Transformative social and emotional learning Adolescence Adverse experiences Well-being |
| url | http://www.sciencedirect.com/science/article/pii/S2773233924000184 |
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