An issue on socio-emotional learning

(V24N2) Teaching the development of social and emotional skills

Flight. 24, no 2 - Winter 2021-2022

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Word from the editor

Warning! Positive side effects!

When we refer to emotional intelligence, socioaffective skills, social and emotional skills or others, what do we mean by that? The World Health Organization (WHO) defines these skills as "a set of capacities that enable everyone to adopt adaptable and positive behavior to effectively meet the demands of daily life". More specifically, we think of the development of empathy, respect for others, the ability to ask for or offer help, the ability to regulate one's own emotions and to discern those of others in different situations. .

Increasingly, education is concerned with this aspect of human development. It is a particularly large field of research that studies something infinitely complex: human emotions. Although we are now able to read emotions by measuring brain activity, there are no less than 27 emotional states in humans, each with subtle variations.

Appeared in the late 1990s, socioemotional learning (SEL, or SEL in English) immerses young people in an environment that promotes social interaction. Several methods can be implemented in this regard at school, such as role plays, artistic activities, sensory stimulation, etc. The use of digital tools also advantageously supports this learning.

As can be read in the article Advocacy for an education based on emotional intelligence, by Christophe Haag, professor and researcher in social psychology at EM Lyon, from kindergarten to higher education, no less than 213 scientific studies involving 270,034 children have shown that following a program focusing on the development of social and emotional skills ensures that young people "are able, much more than those who have followed a standard school course, to regulate their emotions, to know take their turn, manage their anxiety, their stress, and resolve conflicts by negotiating more subtly and skillfully ”. In addition, they would be less prone to depression and less aggressive, would commit less delinquency, have more self-confidence, assert their leadership better, make responsible decisions more easily without fear of failure and develop a strong taste. for social justice. They would also have better academic results than the average ... In short, the positive effects are there!

Good news: these skills can be acquired, taught and assessed. This is precisely what we explore in this thematic issue.

Please note! The English translation of this text is automated - Errors (sometimes hilarious!) can creep in! ;)

Audrey Miller

Martine Rioux
Editor in Chief

Sources: Haag, C. (2017, July 23). Advocacy for education based on emotional intelligence. The Conversation.
Labelle, A. (2019, June 18). No less than 27 human emotions. Radio-Canada.
Minichiello, F. (2017). Socio-emotional skills: research and initiatives International review of education of Sèvres, 76; DOI:

December 2021 - Vol. 24 no 2

Editorial staff
Cindy Anderson, Myra Auvergnat-Ringuette, Claire Beaumont, Jason Belzile, Nicolas Bressoud, George Couros, Laurie Couture, Natalie Garcia, Philippe Gay, Vanessa Hanin, Audrey Miller, Tina Montreuil, Alvinie Moodley, Jamie Nunez, Monica Praghamian, Martine Rioux, Daniel Vergas-Campos, Shawn Young.

Audrey Miller

Editor in Chief
Martine Rioux

Director of Development
Stephanie Dionne

Linguistic revision
Josée Tardif

Review of proofs
Jason Belzile, Laurie Couture

Graphic editing
Marie-Michèle Bouchard-Roussin, Kate-Lyn Lapointe (EMBLÈME Communication)

Solisco Numérix


Legal deposit 4th quarter 2021
National Library and Archives of Quebec Library and Archives Canada
ISSN 1706-0907 (Print)
ISSN 2369-1662 (Digital format)

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In this issue - Winter 2021-2022

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SCOOP! / The École branchée

  Social and emotional skills: what are they?

Although social and emotional skills and their role in the lives of humans are recognized worldwide, there is no universally official definition. Emotional intelligence, psychosocial skills, socio-emotional skills, etc. : they take all kinds of names. Over the years, constants have nevertheless emerged and various benchmarks have emerged.

  Are school staff well prepared?

If we recognize that these social and emotional skills are transversal and intrinsically linked to school learning, it is clear that they are rarely the subject of explicit teaching at school, even if they are taught as other school subjects (Oliveira et al., 2021; Rimm-Kaufman and Hamre, 2010). Moreover, in order to teach them and reinvest them in daily school activities, teachers must first have developed them for themselves.



L'École branchée

  The (not so) secret life of emotions at school

Affective or socioemotional skills play a major role in the act of teaching and learning. However, these skills are not fixed: they constitute skills that everyone can learn to develop… but not just any old way! It is in this perspective that the development of social and emotional skills becomes a major object of professional training and of the educational arsenal of teachers.

  Optimizing the well-being of teachers for a better education of future generations

While doing a quick search for the word "optimize" on a well-known search engine, I was directed to a financial investments site. Rather interesting since it noted the following three practical tips to optimize economic resilience: 1) diversify investments; 2) do not panic (in the event of a fall in investments); and 3) investing systematically and regularly (in anticipation of vs. in reaction to). This trivial discovery first prompted me to reflect on the fact that we sometimes seem to be better advised and equipped in matters of financial health than in matters of mental health.

Pointe-à-Callière Museum


  Integrate mindfulness and socio-emotional learning into entrepreneurship education programs

Horizon High School offers an inclusive and hybrid entrepreneurship education program that focuses on building 21st century skills through deep learning experiences. Integrating socio-emotional learning into teaching has enabled vulnerable students, who need more support to interact socially and acquire social skills, to learn to better manage their emotions and regulate their behavior. With the aim of enriching socio-emotional learning, mindfulness exercises have been included in the teachings. Strengthened by their union, these two powerful tools have been useful in better connecting with students and improving learning experiences.

  4 ideas to support the well-being of students and their families

As students have returned to school this year in a more “normal” format, after having experienced shorter or longer periods of distance learning, teachers are facing whole new challenges. link to their social and emotional well-being and mental health. Here are four ideas, drawn from the key competencies of the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework, to support the social and emotional well-being of students during this time of transition.

  Strategies for assessing students' social and emotional skills

While Quebecers of school age are showing signs of anxiety and depression more than ever, it becomes essential, both for their academic success and for their well-being, to equip them so that they can maintain good mental health. . Thus, the development of social and emotional skills (or SEL in English) takes on all its importance. If these skills need to be developed in students, how can they assess their progress and offer them appropriate interventions?

  10 easy ways to build positive class dynamics

Simple small gestures can make all the difference in our classes, but they still need to be done in a thoughtful way. Each school year is a new opportunity to aspire to make this the best year for students. And if we all took this attitude, the school would only get better. Here are some practical ideas to make this school year a success.

  In our favorites (websites and apps)

In each issue of the magazine, we offer you a selection of sites and applications to discover! Discover our winter selection.

  Chronicle - Come to think of it!

Have you ever had to answer someone abruptly for no reason? To have to take a minute to lock yourself in a quiet place?

  [The final mark] Resources for socioemotional learning

Since 1993, the teaching of empathy has been an official part of the Danish school curriculum. Each week, students have a one-hour class where they discuss their problems and look for solutions as a group. They learn to listen, understand and participate without judgment. More respect between the students, less intimidation, these are two concrete results of the implementation of the program. 

Supplements and references of the magazine, Vol. 24 no 2 (winter 2021-2022)

Complements and references of the magazine École branchée, Vol. 24 no 2 (winter 2021-2022)


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