Social-Emotional Learning Can Boost Student Achievement. New Data Says By How Much.
社会情感学习可提升学生成绩。新数据显示具体幅度。
Social-emotional learning programs can boost students’ academic performances, but a recent analysis found that program length matters when it comes to how much.
社会情感学习项目可以提高学生的学业成绩，但最近的一项分析表明，该项目的长度会影响学生成绩提高的幅度
Researchers from the Yale School of Medicine analyzed 40 studies on SEL programs that included data from more than 33,700 students in first through 12th grade. They found that students who participated in SEL programs saw improved academic performance no matter their grade level or whether their performance was measured with GPA or standardized test scores.
耶鲁大学医学院的研究人员分析了40项有关SEL项目的研究，其中包括来自一年级至12年级的33,700多名学生的数据。研究表明，无论来自哪个年级，或者他们的学业表现采用平均绩点（GPA）还是标准化考试成绩来衡量，参加SEL项目的学生均取得了学业上的进步。
The report builds upon a 2023 Yale analysis of social-emotional learning research that dove into more than 400 pieces of research on the effectiveness of SEL. Christina Cipriano, associate professor in Yale’s Child Study Center,
该报告建立在耶鲁大学2023对社会情感学习研究的分析基础上，该研究对SEL的有效性进行了400多项研究。Christina Cipriano耶鲁儿童研究中心副教授，
“When we put out the initial meta-analysis in 2023, we were getting asked lots of questions around the academic achievement benefits of social-emotional learning,” Cipriano says, “and we really wanted to go deep and to understand, what does the data say specifically about academic achievement outcomes to be expected from social-emotional learning programs?”
奇普里亚诺表示：“我们在2023发布首份元分析报告后，收到了大量关于社会情感学习（SEL）对学业成就益处的问题，我们迫切地希望深度探究这些数据具体揭示了什么，也就是实施社会情感学习项目可以预期怎样的学业成果
Cipriano says that across the research she and her colleagues reviewed, students’ academic performance increased by an average of 4 percentage points if they were part of an SEL program. Academic performance improved by 8 percentage points with SEL programs that were a full academic year.
奇普里亚诺说，她和她的同事回顾了整个研究，结果表明：所有参与了社会情感学习（SEL）项目的学生，其学业成绩平均提高了4个百分点；而一整个学年持续参与社会情感学习（SEL）的学生，其学习成绩提升幅度则达到了8个百分点。
When broken out by subject, literacy achievement increased by about 6.3 percentage points and math achievement increased by 3.8 percentage points.
按科目划分，参与社会情感学习（SEL）学生的文学成绩提高了约6.3个百分点，数学成绩提高了3.8个百分点。
“The nerd in me is like, that makes sense from a developmental standpoint, because cognition and emotions are inextricably tied in your brain,” Cipriano explains. “If you can have a student sitting in a third grade classroom, they could be learning the best possible math curriculum from the best possible teacher. But if that student is feeling anxious or embarrassed or frustrated or nervous, they are not available to learn. They are not able to access the awesomeness of that curriculum.”
“我那个‘书呆子’式的思维会认为，从发展的角度来看这是有道理的，毕竟认知和情感在大脑里是密不可分的。” 奇普里亚诺解释。“一个学生即便坐在三年级的教室里，由最好的老师教最好的数学课，但只要学生感到焦虑紧张、尴尬沮丧，那么他们就无法进入学习状态，也就无法汲取到该课程的精华内容。”
Social-emotional learning teaches the skills and strategies that students need to identify and manage their emotions, she says, which makes them better decision-makers and puts them in a good mental state to learn.
她说，社会情感学习（SEL）教授学生识别和管理情绪所需的技能与策略，、从而使他们成为更好的决策者，并使他们拥有良好的心态投入学习。
“How to take a deep breath or calm your nerves, all the different positive self-talk — that's what they learn in explicit SEL instruction,” Cipriano says. “That makes them better learners, and that's why we were really excited about this paper and these analyses. It’s demonstrated on a number of different dimensions across the whole body of what we have available in experimental evaluations of social and emotional learning.”
“如何深呼吸、使自己放松下来的方式，以及各种积极的自我对话——这就是他们在社会情感学习项目（SEL）明确的教学中学到的，” 奇普里亚诺说。“这使他们成为更好的学习者，这就是为什么我们对这篇论文和这些分析感到非常兴奋。我们在多个层面验证了结论，覆盖了现有的所有社会情感学习实验评估
The results come at a time when SEL is under fire from conservative groups, much like critical race theory and books that include LGBTQ+ characters or topics. The report notes that SEL programs in schools “are experiencing several mounting challenges to implementation.”
研究的结果出现在在社会情感学习项目（SEL）受到保守派团体抨击的时候，就像此前批判性种族理论和包含LGBTQ角色或主题的书籍所遭受的一样。报告指出，学校的SEL项目 “在实施方面正面临着越来越多的挑战”。
The data is part of a larger report by the researchers on the “state of the evidence” about the effectiveness of social-emotional learning, which included research from 2008 to 2020. Only about 17 percent of that research included academic achievement data at the time, and Cipriano says she and her colleagues are pleased that the research community responded to their call for the inclusion of more academic outcomes data in the years since.
这些数据来自研究人员撰写的一份更大型的报告，即关于社会情感学习有效性的 “证据现状”，涵盖了从2008年到2020年的研究。当时只有大约17%的研究包含了学术成就数据，奇普里亚诺说，她和她的同事们很高兴研究界响应了他们关于“在将来要纳入更多的学术成果数据”的呼吁。
Cipriano says researchers are excited to release an additional SEL analysis in a few weeks that includes data through 2023, which will give readers a look at how SEL programs affected academic achievement during the peak years of the COVID-19 pandemic. They plan to update the data and their analysis every six months. The current analysis covers 2008 to 2020.
奇普里亚诺说，研究人员很高兴在几周内发布了一个额外的社会情感学习（SEL）分析，其中包括2023年一整年的数据，这将使读者了解社会情感学习（SEL）项目在新型冠状病毒肺炎流行的高峰期如何提高学生们的学业成就。他们计划每六个月更新一次数据和分析。目前的数据分析涵盖了2008年至2020年。
That new batch of data will be important, she says, because students lost the opportunity to organically grow SEL skills during quarantine. Day-to-day events like talking to friends in the school hallway or having disagreements with friends help students develop those skills.
她说，由于学生在居家隔离期间失去了有效培养社会情感学习（SEL）技能的机会。因此新一批数据将很重要，在学校走廊上与朋友聊天或与朋友发生意见分歧等日常互动恰恰可以帮助学生发展这些技能。
“Basic relationships and interactions were no longer accidental and could not be left to chance,” Cipriano says, “so there was a need for explicit structures and then instruction to meet students where they are, and make sure that all students have the opportunity to have those healthy forms of development and engagement.”
“曾经那些基本的关系和互动不再是偶然发生的，也不能再碰运气，” 奇普里亚诺说，“因此有必要建立明确的结构以及有针对性的指导，满足学生的实际情况，并确保所有学生都有机会拥有这些健康发展的方式和参与体验。
