Social and emotional conditions directly affect the process of learning in such a way that learning would be considered distorted or incomplete if it's not wholesome and all-encompassed. By now, we already know that learning requires crucial aspects ranging from cognitive, environmental and also socio-emotional responses for it to be considered successful.

If certain social and emotional conditions are absent from the course of the learning process, especially from middle school learner's through till hugh school and even college, we cannot be certain that full rounded learning has taken place. This is because we are unable to determine the reactions and effects of what has been learnt when it comes to the practicality of it.

• Ifedayo Ajisafe

#2 Denice Hood offers one example of application of educational psychology to counseling in college. What kinds of supplementary supports do learners need? What are the purposes, methods and roles of counseling psychologists as they address the needs of learners?

• Dr. Monika Sindhu

Social and Emotional Learning is an effective way to promote a positive learning towards children and youth. It refers to the process through which individuals learn and apply a set of social, emotional, and related nonacademic skills, attitudes, behaviors, and values that help direct their thoughts, feelings, and actions in ways that enable them to succeed in school, work, and life (Jones et al., 2017). The following are the key concepts to successful Social and Emotional Learning:

Self-Awareness- it involves emotions, personal goals and values about understanding including assessing strengths and limitations of having positive mindset this also require the ability to recognize on thoughts, feelings, and actions are interconnected.

Self-Management- to regulate one's own emotions and behaviors which requires skills and attitudes that facilitate the ability.

Social Awareness- it is to feel compassion for those with different backgrounds or cultures that has ability to understand, empathize.

Relationship Skills- it helps students establish and maintain healthy and rewarding relationships, and to act in accordance with social norms.

Responsible Decision Making- it is about personal behavior and social interactions across diverse settings and learning how to make constructive choices.

References:
- https://link.springer.com/chapter/10.1007/978-3-030-85214-6_3
-https://www.edutopia.org/blog/why-sel-essential-for-students-weissberg-durlak-domitrovich-gullotta

• Alma Agdoro

Social and emotional conditions have a significant impact on learning in diverse settings such as higher education, workplaces, and community environments. Key ways these factors influence learning include:

Motivation and Engagement: Positive social and emotional conditions enhance intrinsic motivation and a sense of belonging, leading to greater participation and effort. Negative conditions can result in disengagement.

Mental Health and Well-Being: High stress and anxiety hinder cognitive functions like concentration and memory, making it difficult for learners to keep pace. Effective emotional regulation is essential for maintaining focus and resilience.

Social Relationships and Interactions: Positive peer interactions foster collaboration and social skill development, while negative relationships can create hostile environments that impede growth. Supportive relationships enhance well-being and academic success.

Cognitive Processes: Emotional states affect attention, concentration, and cognitive abilities, influencing learning outcomes. A positive emotional state can enhance critical thinking and creativity.

Identity and Self-Concept: A positive self-image boosts confidence, while negative conditions can lower self-esteem, affecting participation. An understanding of social and cultural identities enriches learning experiences.

Resilience and Coping Skills: Effective coping strategies build resilience, enabling learners to overcome setbacks. A growth mindset within supportive contexts helps learners view challenges as opportunities for growth.

In conclusion, addressing social and emotional factors is vital for creating inclusive learning environments that foster academic success and personal development, resulting in more engaged, resilient, and motivated learners.

• Beverly Dapulang

Social and emotional conditions play a huge role in shaping how well someone learns. When students feel safe, supported, and valued, they are more open to taking risks and engaging deeply in the learning process. Positive relationships with teachers and peers can create an environment where curiosity and collaboration thrive. On the other hand, stress, anxiety, or feeling isolated can block the ability to focus, process information, and retain what’s being taught. Emotional well-being directly influences motivation and resilience—when students feel confident and connected, they’re more likely to persevere through challenges. In short, the emotional climate of a learning space can either fuel or hinder the learning journey.

• Diksha Bhutani

Para promover eficazmente el aprendizaje socioemocional (ASE), es fundamental implementar estrategias integrales que involucren a todos los actores del proceso educativo. Estas estrategias deben ser adaptables a diferentes contextos y edades. A continuación, se presentan algunas de las estrategias más efectivas:

1. Programas de intervención efectivos:
- Implementación de programas estructurados de ASE, como el programa RULER o el Programa de Aprendizaje Social y Emocional (SEL) de CASEL.
- Integración de prácticas de mindfulness y atención plena en el aula y en el lugar de trabajo.
- Desarrollo de programas de mentoría entre pares para fomentar el apoyo mutuo y el desarrollo de habilidades socioemocionales.

2. Prácticas pedagógicas que apoyan el desarrollo socioemocional:
- Utilización de aprendizaje cooperativo y proyectos grupales para fomentar la colaboración y la empatía.
- Implementación de círculos de diálogo para promover la comunicación abierta y el entendimiento mutuo.
- Incorporación de juegos de rol y simulaciones para practicar habilidades socioemocionales en situaciones realistas.
- Uso de narrativas y literatura para explorar emociones y perspectivas diversas.

3. Rol de los educadores y cuidadores:
- Formación continua de docentes y personal educativo en competencias socioemocionales y estrategias de ASE.
- Modelado de comportamientos socioemocionales positivos por parte de educadores y cuidadores.
- Creación de un ambiente de aprendizaje seguro y acogedor que fomente la expresión emocional y la toma de riesgos saludables.
- Establecimiento de relaciones de confianza y apoyo con los estudiantes.

4. Evaluación y seguimiento:
- Implementación de sistemas de evaluación integral que incluyan medidas de competencias socioemocionales.
- Uso de autoevaluaciones y reflexiones para fomentar la autoconciencia y el crecimiento personal.
- Recopilación de feedback de múltiples fuentes (estudiantes, padres, educadores) para una visión holística del progreso.

5. Colaboración con familias y comunidades:
- Organización de talleres y sesiones informativas para padres sobre la importancia del ASE y cómo apoyarlo en casa.
- Creación de alianzas con organizaciones comunitarias para extender las oportunidades de aprendizaje socioemocional más allá del aula.
- Fomento de la participación de las familias en actividades escolares que promuevan el ASE.

6. Uso de tecnología:
- Incorporación de aplicaciones y plataformas digitales diseñadas para el desarrollo de habilidades socioemocionales.
- Utilización de realidad virtual para simular situaciones sociales complejas y practicar respuestas apropiadas.
- Implementación de sistemas de seguimiento digital para monitorear el progreso individual en el desarrollo de competencias socioemocionales.

La implementación efectiva de estas estrategias requiere un enfoque sistemático y sostenido, con un compromiso a largo plazo por parte de instituciones educativas, familias y comunidades. Es crucial adaptar estas estrategias a las necesidades específicas de cada contexto, teniendo en cuenta factores culturales, socioeconómicos y de desarrollo. Al integrar el ASE de manera consistente y significativa en diversos entornos, se puede fomentar un desarrollo integral que prepare a los individuos para los desafíos personales, académicos y profesionales del siglo XXI.

• Joaquin Sepulveda Aravena

https://www.unesco.org/en/articles/defining-school-bullying-and-its-implications-education-teachers-and-learners

Many current anti-bullying programmes in schools are rooted in early definitions characterizing bullying as an “unwanted aggressive behavior that is repeated over time and involves an imbalance of power or strength”. While this was groundbreaking at the time and advanced the work of researchers, policy makers, educators and others, evolving perspectives have deepened our understanding of bullying.

Research shows that progress in reducing school bullying has been slow, with only a 19% decrease in perpetration and a 15% drop in the rate of learners facing bullying. This means we must reassess our understanding and approaches to bullying, especially in our increasingly complex world, where both in-person and online bullying intertwine with personal and societal issues.

• Donacel Clarianes

Dorothy Espelage's work on bullying highlights the importance of social-emotional conditions in learning environments. A similarly critical area of socio-behavioral learning interest is the impact of *trauma* on learning. Evidence shows that students who have experienced trauma often exhibit difficulties with attention, memory, and emotional regulation, all of which are crucial for effective learning.

Key Evidence:
- Neuroscientific studies indicate that trauma can disrupt the brain's development, particularly in areas related to learning and memory (e.g., the hippocampus) and emotional regulation (e.g., the amygdala).
- Behavioral research: suggests that trauma can lead to increased anxiety, depression, and behavioral issues, which can impede academic performance and social interactions in educational settings.
- Educational studies: demonstrate that trauma-informed approaches in schools, which focus on creating safe and supportive learning environments, can significantly improve students' academic and social outcomes.

Main Concepts to Interpret the Evidence:
1. Trauma-Informed Education: This approach involves understanding the impact of trauma on students and integrating strategies that help mitigate its effects, such as building strong, supportive relationships, offering mental health resources, and providing consistent, predictable routines.

2. Resilience: Despite the negative impacts of trauma, evidence suggests that fostering resilience – the ability to adapt and thrive despite adversity – is key. Resilience can be nurtured through positive relationships, self-efficacy, and opportunities for meaningful participation in learning.

3. Social-Emotional Learning (SEL): Incorporating SEL into education helps students develop crucial skills such as emotional regulation, empathy, and healthy interpersonal relationships, which are particularly important for those who have experienced trauma.

By applying these concepts, educators and learning facilitators can better understand and address the complex needs of learners affected by trauma, leading to improved educational outcomes across various settings, including higher education, workplace learning, and informal learning environments.

• Ifeanyi Njoku

Social and emotional conditions affect learning a lot. I can say this from my own example. But one should also know that by learning, we don’t just mean academics but learning as a whole, which leads to development. I had a childhood where there were fights, where there was superstition and domestic violence. My mind was never at ease, and I would always think about how to maintain the so-called peace at home. I ended up doing well in academics once the situation improved, but I learned things only in the boxes and never explored beyond those boxes.
In my professional career too, I have met brilliant students who were really good kids but were so affected by whatever was happening at home and would mostly be occupied by things running at home. Sometimes children don’t find people to share things with and end up taking drugs or escaping from reality. Luckily, I worked at places where there was a lot of support from the community, and hence these children found therapists or adults who they could speak to openly. Some children would write letters to me and share their pain when they were unable to speak about it. But I can’t help but imagine what the children who don’t have support even in schools feel like. In India, there are organizations running programs specifically for social and emotional learning of children. We do see from the seven vectors of development how important it is to have emotional intelligence.

• Nidhi Solanki

Key aspects addressed by Espelage in her work may include:

Impact of Bullying: Espelage highlights the negative consequences of bullying on students' well-being, academic performance, and social development. By examining the psychological and emotional effects of bullying, she underscores the urgency of implementing intervention strategies to prevent and address this harmful behavior.
Prevention and Intervention: Espelage's research often focuses on evidence-based practices for preventing and responding to bullying in schools. She advocates for proactive measures such as fostering positive school climates, promoting empathy and respect, and implementing effective anti-bullying programs to create a culture of safety and support.
Social-Emotional Learning: Recognizing the interconnected nature of social and emotional factors in learning, Espelage emphasizes the significance of social-emotional learning (SEL) in enhancing students' emotional intelligence, empathy, and resilience. By integrating SEL principles into educational curricula, schools can cultivate a positive and inclusive environment that nurtures students' social and emotional well-being.
Community Engagement: Espelage's work often extends beyond the school environment to engage families, communities, and policymakers in efforts to combat bullying and promote positive social interactions. Collaborative approaches involving various stakeholders are crucial for creating comprehensive strategies that address the complex social and emotional dynamics of schools.
By exploring the social and emotional conditions of learning, particularly through the lens of bullying prevention and intervention, Dorothy Espelage's research contributes to the advancement of safe, supportive, and nurturing educational environments where all students can thrive academically and emotionally. Her work underscores the importance of addressing social and emotional factors alongside academic achievement to foster holistic student development and well-being.

• Abdulaziz Albandar