While school-age Québecers are showing signs of anxiety and depression, it becomes essential, both for their academic success and for their well-being, to equip them with the tools necessary to ensure good mental health. Thus, developing social-emotional learning (SEL) is increasingly important. While this is the topic of the day in several countries, such as in the United States, there are still many questions about whether our approaches and programs are having the desired effect. If we need to develop these skills in students, how do we evaluate their progress and offer them appropriate interventions?
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