Research graph
References from Practical principles for school-based SEL implementation: perspectives from Australian education professionals. Local targets link to admitted publications; unresolved targets remain external evidence.
The effect of gamification on motivation and engagement
10.1108/ijilt-02-2017-0009 · 2018 · External reference
Unresolved reference
2024 · External reference
School matters: the contribution of positive school climate to equal educational opportunities among ethnocultural minority students
10.1177/0044118x20970235 · 2022 · External reference
A review of the provision of social and emotional learning in Australia, the United States, Poland, and Portugal
10.1017/jrr.2017.16 · 2017 · External reference
Unresolved reference
2013 · External reference
Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors
10.1007/s11218-022-09686-7 · 2022 · External reference
Unresolved reference
2020 · External reference
Does school climate affect students’ social and emotional skills? The importance of relationships
10.1007/s10212-025-01007-8 · 2025 · External reference
Unresolved reference
2022 · External reference
The state of evidence for social and emotional learning: a contemporary meta-analysis of universal school-based SEL interventions
10.1111/cdev.13968 · 2023 · External reference
Teachers’ beliefs about social-emotional learning: identifying teacher profiles and their relations with job stress and satisfaction
10.1016/j.learninstruc.2015.06.002 · 2015 · External reference
Exploring the link between being bullied and adolescent substance use
10.1080/15564886.2015.1055416 · 2017 · External reference
Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science
10.1186/1748-5908-4-50 · 2009 · External reference
The updated consolidated framework for implementation research based on user feedback
10.1186/s13012-022-01245-0 · 2022 · External reference
Examining the SEL understandings of teachers from an urban United States school district
10.18848/2327-7866/cgp/v22i01/11-25 · 2022 · External reference
Factors influencing school-based mental health program selection: insights from educational stakeholders
10.1002/pits.23358 · 2025 · External reference
From game design elements to gamefulness: defining ‘gamification’
2011 · External reference
Securing the foundation: providing supports and building teacher capacity for SEL implementation through a university-based continuing education course
10.1016/j.sel.2025.100082 · 2025 · External reference
What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: a review of meta-analyses and directions for future research
10.1037/bul0000383 · 2022 · External reference
The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions
10.1111/j.1467-8624.2010.01564.x · 2011 · External reference
Minecraft™: just a game or a conduit to enhance social-emotional learning?
2023 · External reference
The severe impact of the COVID-19 pandemic on bullying victimization, mental health indicators, and quality of life
10.1038/s41598-022-27274-9 · 2022 · External reference
What is an adequate sample size? Operationalising data saturation for theory-based interview studies
10.1080/08870440903194015 · 2010 · External reference
Social emotional learning in schools: the importance of educator competence
10.1177/19427751211014920 · 2023 · External reference
Social and emotional learning as a public health approach to education
10.1353/foc.2017.0001 · 2017 · External reference
Embedding social emotional learning from the bottom up in multi-tiered services and supports frameworks
10.1002/pits.23183 · 2024 · External reference
Nearly half of young Australians experiencing high levels of psychological distress, but more are seeking support
2025 · External reference
‘I cannot sustain the workload and the emotional toll’: reasons behind Australian teachers’ intentions to leave the profession
10.1177/00049441221086654 · 2022 · External reference
Understanding SEL to create a sense of belonging: the role teachers play in addressing students’ social and emotional well-being
10.14507/cie.vol23iss2.2049 · 2022 · External reference
The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes
10.3102/0034654308325693 · 2009 · External reference
Embedding coaching and local education champions in implementing trauma informed practice
10.1002/pits.23539 · 2025 · External reference
Understanding and promoting school climate, bullying, and social-emotional learning: transdisciplinary and transnational science advancing positive youth outcomes
10.1080/2372966x.2024.2386235 · 2024 · External reference
The core components of evidence-based social emotional learning programs
10.1007/s11121-018-0953-y · 2019 · External reference
Universal school-based social and emotional learning (SEL) for diverse student subgroups: implications for enhancing equity through SEL
10.1007/s11121-023-01552-y · 2023 · External reference
“I can teach what’s in the book”: understanding the why and how behind teachers’ implementation of a social-emotional learning (SEL) focused curriculum in rural Malawi
10.1111/bjep.12483 · 2022 · External reference
Why trouble SEL? The need for cultural relevance in SEL
10.58295/2375-3668.1354 · 2020 · External reference
Teacher SEL space: addressing beginning teachers’ social emotional learning in a support group structure
10.14507/cie.vol24iss3.2186 · 2024 · External reference
A call for equity-focused social-emotional learning
10.1080/2372966x.2022.2093125 · 2023 · External reference
Challenges and opportunities in the applied assessment of student social and emotional learning
10.1080/00461520.2019.1614446 · 2019 · External reference
Evaluation of a large-scale school wellness intervention through the consolidated framework for implementation research (CFIR): implications for dissemination and sustainability
10.3389/frhs.2022.881639 · 2022 · External reference
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation
10.4324/9780429444692-2 · 2020 · External reference
Unresolved reference
2025 · External reference
Impacts of social and emotional learning interventions for teachers on teachers’ outcomes: a systematic review with meta-analysis
10.3389/fpsyg.2021.677217 · 2021 · External reference
Purposeful sampling for qualitative data collection and analysis in mixed method implementation research
10.1007/s10488-013-0528-y · 2015 · External reference
Inductive/deductive hybrid thematic analysis in mixed methods research
10.1177/15586898221126816 · 2023 · External reference
SEL Insights: applying behavioral insights to social and emotional learning programs in global settings
10.1016/j.sel.2024.100056 · 2024 · External reference
Utilizing the CFIR framework for mapping the facilitators and barriers of implementing teachers led school mental health programs—a scoping review
10.1007/s00127-024-02762-7 · 2025 · External reference
Student diversity representation and reporting in universal school-based social and emotional learning programs: implications for generalizability
10.1007/s10648-017-9425-3 · 2018 · External reference
Social-emotional learning for whom? Implications of a universal SEL program and teacher well-being for teachers’ interactions with students
10.1007/s12310-022-09543-0 · 2023 · External reference
A mixed-methods approach to investigating social and emotional learning at schools: teachers’ familiarity, beliefs, training, and perceived school culture
10.3389/fpsyg.2021.518634 · 2021 · External reference
Social and emotional learning and teachers
10.1353/foc.2017.0007 · 2017 · External reference
Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial
10.1037/a0038454 · 2015 · External reference
Teacher attributions of workload increase in public sector schools: reflections on change and policy development
10.1007/s10833-022-09476-0 · 2023 · External reference
Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects
10.1111/cdev.12864 · 2017 · External reference
Weighing costs and benefits
10.1177/1540796914544547 · 2014 · External reference
Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups
10.1093/intqhc/mzm042 · 2007 · External reference
The influences of emotion on learning and memory
10.3389/fpsyg.2017.01454 · 2017 · External reference
Program support matters: a systematic review on teacher- and school related contextual factors facilitating the implementation of social-emotional learning programs
10.3389/feduc.2022.965538 · 2023 · External reference
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality
10.1007/s11092-023-09413-6 · 2023 · External reference
Making a case for core components: new frontiers in SEL theory, research, and practice
10.1080/2372966x.2021.2004863 · 2024 · External reference
Teachers prioritise relationships over curriculum for student well-being
10.1080/14681366.2022.2055116 · 2024 · External reference
Unresolved reference
2025 · External reference
Considering the “how” of SEL: a framework for the pedagogies of social and emotional learning
10.1016/j.sel.2024.100030 · 2024 · External reference
She’s supporting them; who’s supporting her? Preschool center-level social-emotional supports and teacher well-being
10.1016/j.jsp.2016.09.001 · 2016 · External reference
Protective factors against bullying and cyberbullying: a systematic review of meta-analyses
10.1016/j.avb.2018.06.008 · 2019 · External reference
Embedding social emotional learning from the bottom up in multi-tiered services and supports frameworks
10.1002/pits.23183 · ExternalCitation · doi-reference
Factors influencing school-based mental health program selection: insights from educational stakeholders
10.1002/pits.23358 · ExternalCitation · doi-reference
Embedding coaching and local education champions in implementing trauma informed practice
10.1002/pits.23539 · ExternalCitation · doi-reference
Utilizing the CFIR framework for mapping the facilitators and barriers of implementing teachers led school mental health programs—a scoping review
10.1007/s00127-024-02762-7 · ExternalCitation · doi-reference
Does school climate affect students’ social and emotional skills? The importance of relationships
10.1007/s10212-025-01007-8 · ExternalCitation · doi-reference
Purposeful sampling for qualitative data collection and analysis in mixed method implementation research
10.1007/s10488-013-0528-y · ExternalCitation · doi-reference
Student diversity representation and reporting in universal school-based social and emotional learning programs: implications for generalizability
10.1007/s10648-017-9425-3 · ExternalCitation · doi-reference
Teacher attributions of workload increase in public sector schools: reflections on change and policy development
10.1007/s10833-022-09476-0 · ExternalCitation · doi-reference
Teachers’ and principals’ perceptions of school climate: the role of principals’ leadership style in organizational quality
10.1007/s11092-023-09413-6 · ExternalCitation · doi-reference
The core components of evidence-based social emotional learning programs
10.1007/s11121-018-0953-y · ExternalCitation · doi-reference
Universal school-based social and emotional learning (SEL) for diverse student subgroups: implications for enhancing equity through SEL
10.1007/s11121-023-01552-y · ExternalCitation · doi-reference
Teacher stress and burnout in Australia: examining the role of intrapersonal and environmental factors
10.1007/s11218-022-09686-7 · ExternalCitation · doi-reference
Social-emotional learning for whom? Implications of a universal SEL program and teacher well-being for teachers’ interactions with students
10.1007/s12310-022-09543-0 · ExternalCitation · doi-reference
Protective factors against bullying and cyberbullying: a systematic review of meta-analyses
10.1016/j.avb.2018.06.008 · ExternalCitation · doi-reference
She’s supporting them; who’s supporting her? Preschool center-level social-emotional supports and teacher well-being
10.1016/j.jsp.2016.09.001 · ExternalCitation · doi-reference
Teachers’ beliefs about social-emotional learning: identifying teacher profiles and their relations with job stress and satisfaction
10.1016/j.learninstruc.2015.06.002 · ExternalCitation · doi-reference
Considering the “how” of SEL: a framework for the pedagogies of social and emotional learning
10.1016/j.sel.2024.100030 · ExternalCitation · doi-reference
SEL Insights: applying behavioral insights to social and emotional learning programs in global settings
10.1016/j.sel.2024.100056 · ExternalCitation · doi-reference
Securing the foundation: providing supports and building teacher capacity for SEL implementation through a university-based continuing education course
10.1016/j.sel.2025.100082 · ExternalCitation · doi-reference
A review of the provision of social and emotional learning in Australia, the United States, Poland, and Portugal
10.1017/jrr.2017.16 · ExternalCitation · doi-reference
Enhancing cognitive and social-emotional development through a simple-to-administer mindfulness-based school program for elementary school children: a randomized controlled trial
10.1037/a0038454 · ExternalCitation · doi-reference
What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: a review of meta-analyses and directions for future research
10.1037/bul0000383 · ExternalCitation · doi-reference
The severe impact of the COVID-19 pandemic on bullying victimization, mental health indicators, and quality of life
10.1038/s41598-022-27274-9 · ExternalCitation · doi-reference
Challenges and opportunities in the applied assessment of student social and emotional learning
10.1080/00461520.2019.1614446 · ExternalCitation · doi-reference
What is an adequate sample size? Operationalising data saturation for theory-based interview studies
10.1080/08870440903194015 · ExternalCitation · doi-reference
Teachers prioritise relationships over curriculum for student well-being
10.1080/14681366.2022.2055116 · ExternalCitation · doi-reference
Exploring the link between being bullied and adolescent substance use
10.1080/15564886.2015.1055416 · ExternalCitation · doi-reference
Making a case for core components: new frontiers in SEL theory, research, and practice
10.1080/2372966x.2021.2004863 · ExternalCitation · doi-reference
A call for equity-focused social-emotional learning
10.1080/2372966x.2022.2093125 · ExternalCitation · doi-reference
Understanding and promoting school climate, bullying, and social-emotional learning: transdisciplinary and transnational science advancing positive youth outcomes
10.1080/2372966x.2024.2386235 · ExternalCitation · doi-reference
Consolidated criteria for reporting qualitative research (COREQ): a 32-item checklist for interviews and focus groups
10.1093/intqhc/mzm042 · ExternalCitation · doi-reference
The effect of gamification on motivation and engagement
10.1108/ijilt-02-2017-0009 · ExternalCitation · doi-reference
“I can teach what’s in the book”: understanding the why and how behind teachers’ implementation of a social-emotional learning (SEL) focused curriculum in rural Malawi
10.1111/bjep.12483 · ExternalCitation · doi-reference
Promoting positive youth development through school-based social and emotional learning interventions: a meta-analysis of follow-up effects
10.1111/cdev.12864 · ExternalCitation · doi-reference
The state of evidence for social and emotional learning: a contemporary meta-analysis of universal school-based SEL interventions
10.1111/cdev.13968 · ExternalCitation · doi-reference
The impact of enhancing students’ social and emotional learning: a meta-analysis of school-based universal interventions
10.1111/j.1467-8624.2010.01564.x · ExternalCitation · doi-reference
‘I cannot sustain the workload and the emotional toll’: reasons behind Australian teachers’ intentions to leave the profession
10.1177/00049441221086654 · ExternalCitation · doi-reference
School matters: the contribution of positive school climate to equal educational opportunities among ethnocultural minority students
10.1177/0044118x20970235 · ExternalCitation · doi-reference
Weighing costs and benefits
10.1177/1540796914544547 · ExternalCitation · doi-reference
Inductive/deductive hybrid thematic analysis in mixed methods research
10.1177/15586898221126816 · ExternalCitation · doi-reference
Social emotional learning in schools: the importance of educator competence
10.1177/19427751211014920 · ExternalCitation · doi-reference
Fostering implementation of health services research findings into practice: a consolidated framework for advancing implementation science
10.1186/1748-5908-4-50 · ExternalCitation · doi-reference
The updated consolidated framework for implementation research based on user feedback
10.1186/s13012-022-01245-0 · ExternalCitation · doi-reference
Social and emotional learning as a public health approach to education
10.1353/foc.2017.0001 · ExternalCitation · doi-reference
Social and emotional learning and teachers
10.1353/foc.2017.0007 · ExternalCitation · doi-reference
Understanding SEL to create a sense of belonging: the role teachers play in addressing students’ social and emotional well-being
10.14507/cie.vol23iss2.2049 · ExternalCitation · doi-reference
Teacher SEL space: addressing beginning teachers’ social emotional learning in a support group structure
10.14507/cie.vol24iss3.2186 · ExternalCitation · doi-reference
Examining the SEL understandings of teachers from an urban United States school district
10.18848/2327-7866/cgp/v22i01/11-25 · ExternalCitation · doi-reference
The prosocial classroom: teacher social and emotional competence in relation to student and classroom outcomes
10.3102/0034654308325693 · ExternalCitation · doi-reference
Program support matters: a systematic review on teacher- and school related contextual factors facilitating the implementation of social-emotional learning programs
10.3389/feduc.2022.965538 · ExternalCitation · doi-reference
The influences of emotion on learning and memory
10.3389/fpsyg.2017.01454 · ExternalCitation · doi-reference
A mixed-methods approach to investigating social and emotional learning at schools: teachers’ familiarity, beliefs, training, and perceived school culture
10.3389/fpsyg.2021.518634 · ExternalCitation · doi-reference
Impacts of social and emotional learning interventions for teachers on teachers’ outcomes: a systematic review with meta-analysis
10.3389/fpsyg.2021.677217 · ExternalCitation · doi-reference
Evaluation of a large-scale school wellness intervention through the consolidated framework for implementation research (CFIR): implications for dissemination and sustainability
10.3389/frhs.2022.881639 · ExternalCitation · doi-reference
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation
10.4324/9780429444692-2 · ExternalCitation · doi-reference
Why trouble SEL? The need for cultural relevance in SEL
10.58295/2375-3668.1354 · ExternalCitation · doi-reference
