Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and academic competencies. These conditions require aligned policies, resources, and actions at state and district levels that encourage local schools and communities to build the personal and professional capacities of adults to: implement and continuously improve evidence-based programs and practices; create an inclusive culture that fosters caring relationships and youth voice, agency, and character; and support coordinated school-family-community partnerships to enhance student development. Promoting social and emotional competencies-including the abilities to understand and manage emotions, achieve positive goals, show caring and concern for others, establish and maintain positive relationships, and make responsible decisions-are important for success at school and in life. In this article, we summarize key concepts and evidence for systemic SEL. Next, we explain interrelated Theories of Action and resources developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) to implement and continuously improve systemic SEL in schools, districts, and states. We discuss research on nested, interacting settings and processes involved in systemic SEL at proximal (classrooms, schools, families, and communities) and distal (districts, states, national, and international) ecological levels. We conclude with recommendations for future SEL research, practice, and policy. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

中文翻译：

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系统的社会和情感学习：促进所有学前班到高中学生的教育成功。

由于教育工作者、家长、学生和商业领袖的需求以及对学生和成人产生广泛积极影响的严格研究，社会和情感学习 (SEL) 已成为教育的核心。然而，SEL 的所有方法都不尽相同。系统性 SEL 是一种创造公平学习条件的方法，让所有 Pre-K 到 12 年级的学生积极参与学习和实践社交、情感和学术能力。这些条件需要在州和地区层面协调一致的政策、资源和行动，鼓励当地学校和社区培养成年人的个人和专业能力，以： 实施并不断改进基于证据的计划和实践；创造一种包容的文化，培养关爱关系和青年的声音、代理和性格；支持协调的学校-家庭-社区伙伴关系，以促进学生发展。提升社交和情感能力——包括理解和管理情绪、实现积极目标、表现出对他人的关心和关心、建立和维持积极关系以及做出负责任的决定的能力——对于在学校和生活中取得成功非常重要。在本文中，我们总结了系统 SEL 的关键概念和证据。接下来，我们解释了由学术、社会和情感学习合作组织 (CASEL) 开发的相互关联的行动理论和资源，以在学校、地区和州实施和不断改进系统性 SEL。我们讨论了在近端（教室、学校、家庭、和社区）和远端（地区、州、国家和国际）生态水平。最后，我们对未来的 SEL 研究、实践和政策提出了建议。（PsycInfo 数据库记录 (c) 2020 APA，保留所有权利）。