How educators and students process and respond to emotions can either enhance or impede the development of the whole child. Social and emotional learning refers to the processes of developing social and emotional competencies, which depend on individuals’ capacity to recognize, understand, and manage emotions. Consensus across disciplines about the importance of EI highlights the need to advance the science of how to teach SEL. RULER, an evidence-based approach to teaching EI, provides an educational framework that encompasses a set of (...) practices for comprehensive SEL integration across a school or district. In this article, we describe RULER, explain how it teaches EI, and summarize evidence of its effectiveness. (shrink)

The COVID-19 pandemic threatened our physical health, alongside our mental and social wellbeing. Social distancing requirements, which are necessary to mitigate the spread of COVID-19, increased social isolation by limiting social interactions that are an essential part of human wellbeing. In this study, we examined the stress caused by COVID-19 early on in the pandemic through the lens of sociability among a large sample of preservice educators. We found that individuals who have higher sociability experienced greater COVID-19 stress. This study (...) also contributed to prior literature which has sought to relate pandemic-related stress to demographic group differences. We found no significant relationship between demographic membership and COVID-19 stress. This study is among the first, however, to demonstrate that vulnerability to pandemic stress varies as a function of sociability. Implications of these findings and ways people can better cope with pandemic isolation are discussed. (shrink)

Cognitive reappraisal is an important emotion regulation strategy that shows considerable developmental change in its use and effectiveness. This paper presents a systematic review of the evidence base regarding the development of cognitive reappraisal from early childhood through adolescence and provides methodological recommendations for future research. We searched Scopus, PsycINFO, and ERIC for empirical papers measuring cognitive reappraisal in normative samples of children and youth between the ages of 3 and 18 years published in peer-reviewed journals through August 9th, 2018. (...) We identified 118 studies that met our inclusion criteria. We first present a quantitative review of the methodologies used to investigate cognitive reappraisal in children and adolescents, with attention to variations in methodologies by the sample age range. We then present a qualitative review of findings with attention to: the age at which children begin to effectively use cognitive reappraisal to regulate their emotions, and developmental changes in cognitive reappraisal from early childhood through adolescence. We consider how methodological differences may contribute to inconsistencies in findings, highlight gaps in the literature that remain to be addressed, and make recommendations for future directions. (shrink)