Research topic:

Impact of social, emotional and academic environments of the Philippine urban setting on students
learning process and well-being

Notes:

Social and emotional learning is defined as the process through which we recognize and manage
emotions, establish healthy relationships, set positive goals, behave ethically and responsibly and
avoid negative behaviors (Elias et al., 1997; Payton et al., 2000). Within the context of schools, social
and emotional learning (SEL) involves the integration of two interrelated strands to promote successful
school performance and youth development: (i) skills development and (ii) supportive environments

Social and emotional skills are explicitly taught, practiced and applied to diverse situations so that
students internalize them as part of their repertoire of behaviors. These skills and attitudes help
students feel motivated to succeed, to believe in their success, to communicate well with their
teachers, to set academic goals, to organize themselves to achieve these goals, to overcome obstacles.

The second component is the development and maintenance of a safe, supportive learning environment
where (i) students feel cared for and respected, and (ii) adults model and provide opportunities for
them to practice and apply learning environment skills both in class and throughout the school.
(Greenberg et al., 2003; Zins et al., 2004).

Research shows that social-emotional skills can be taught to students and that their presence in
classrooms and schools improves academic learning. When academic and social-emotional learning
both become a part of schooling, students are more likely to remember and use what they are taught.
They also incorporate into their education a sense of responsibility, caring, and concern for the well-
being of others, as well as themselves. Learning thus can be said to touch both the head and the
heart and the result is classrooms that are run better and students who are more inspired.

Identified three classroom factors (besides using an SEL curriculum) that are associated with student
social and emotional learning:
1. Classroom climate
2. Instructional strategies
3. Teacher social and emotional competence

Research questions:

1. What factors affects student achievement and well-being?

2. What are the characteristics of an effective social-emotional program?
3. What teacher and classroom environment strategies contribute to social and emotional
learning?
4. What outcomes do social-emotional programs have among different student population and
settings?