There is a consensus among educators, parents, and policymakers that education should include a focus on supporting essential social and emotional capacities to help children navigate the world successfully. To develop these competencies, many schools adopt social and emotional learning (SEL) programs. The report on which this brief is based reviews the findings from 12 meta-analyses of school-based SEL programs. Across these studies, there is a consistent, reliable effect of tested, evidence-based SEL programs on students’ social, emotional, behavioral, and academic outcomes in PreK–12th grade, including the development of social and emotional skills, improved academic engagement and performance, growth of positive social behaviors, and lower rates of behavior problems and psychological distress. These findings are applicable across gender, ethnicity and race, income, and other demographic variables.
BACKGROUND: Mental imagery is the simulation of sensory experiences in the absence of external sensory input (Kosslyn, Ganis, & Thompson, 2001). Mental imagery abilities vary largely between individuals with some individuals reporting absent imagery abilities (e.g. aphantasia). Furthermore, mental imagery abilities can differ intraindividually between sensory modalities. It remains unclear, if and to which extent mental imagery abilities of children influence their learning and performance in school. In this systematic review, we investigate the role of individual mental imagery abilities of children and young people in school learning and its impact on performance in school across sensory modalites and learning domains. RESEARCH QUESTION: What is the available empirical evidence on how children's individual imagery abilities are related to school performance? METHODS: We conduct a preregistered systematic review following PRISMA guidelines. We search PubMed, PsycINFO, Scopus, ERIC, arXiv, and PsyArXiv from database inception to the date of preregistration. Search strings combine terms for imagery (e.g., imagery, aphantasia, inner speech, visuospatial, mental rotation) with academic outcomes (e.g., mathematics, reading, writing, literacy, numerical cognition) and population terms (e.g., child*, adolesc*, primary/secondary school). We perform backward and forward citation searches. Eligible records examine associations between individual imagery abilities (any sensory modality) and school-related performance in children or adolescents; use quantitative or qualitative designs; and are published in English, German, Spanish, or French before preregistration. We include peer-reviewed articles, book chapters, preprints, theses, dissertations, and reviews. We exclude conference abstracts and non-scholarly sources. We deduplicate records in R and screen them in Rayyan. One reviewer screens titles and abstracts, consulting a second reviewer when eligibility is unclear; ≥2 reviewers independently assess full texts. We resolve disagreements through discussion or third-party adjudication. Two reviewers independently extract study characteristics (authors, year, sample size, age), imagery measures (modality, assessment), academic outcomes (domain, task), design features, and effect estimates (e.g., correlations, regression coefficients). We synthesize findings narratively using structured tables and figures. Data and analytic code are shared via OSF.
Sandra Chiquet, Venera Gashaj, Gerda Wyssen et al.
What does ‘quality education’ truly mean, and how can we ensure it is accessible to all children, regardless of their background? This book delves into these pressing questions, offering a comprehensive exploration of the challenges and opportunities within India’s education system. Why do millions of children in India attend school yet still struggle to acquire basic literacy and numeracy skills? This book examines the varied reasons behind poor learning outcomes, illustrating why high enrolment rates have not translated into meaningful educational progress. It underscores the urgent need to shift the focus from merely getting children into schools to ensuring they learn and thrive. Through real-world case studies, insightful policy analysis, and a focus on innovative state and national initiatives, the book unpacks what works in education – and what does not. From the role of teachers and school leadership to the importance of inclusive policies and community engagement, it offers a holistic view of the factors influencing student achievement. As a part of the Innovations, Practice and the Future of Public Policy in India series, this open access volume will interest policy professionals, academics, and researchers in education, pedagogy, curriculum design, education economics, and development studies. This book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons (CC-BY-NC-ND) 4.0 license.
Abstract: Listening Learning in Elementary Children in Siosar Relocation National. Strategic Research Objectives. This institution is to improve the learning outcomes of listening to children by applying learning media to the story calendar. The research method in this study is qualitative exploratory. Data sources are children of victims of the Sinabung disaster who were relocated at Siosar class II and III SD. Data writing techniques are in the form of tests and field notes. Research instruments are performance tests and observation sheets. Research contributions are: so that teachers can practice the ability to listen to children, teachers are motivated to make innovative learning media, for schools can provide input in efforts to improve the learning outcomes of Indonesian class II and III elementary school, and provide consideration in the procurement of learning media in school .Keywords: Listening Learning, Elementary School Children.Abstrak: Pembelajaran Menyimak pada Anak SD di Relokasi Siosar. Tujuan Penelitian Strategis Nasional. Lembaga ini bertujuan untuk meningkatkan hasil belajar menyimak anak dengan menerapkan media pembelajaran kalender cerita. Metode penelitian dalam penelitian ini adalah kualitatif eksploratif. Sumber data adalah anak-anak korban bencana Sinabung yang direlokasi di SD Siosar kelas II dan III. Teknik penulisan data berupa tes dan catatan lapangan. Instrumen penelitian berupa tes unjuk kerja dan lembar observasi. Kontribusi penelitiannya adalah: agar guru dapat melatih kemampuan mendengarkan anak, guru termotivasi untuk membuat media pembelajaran yang inovatif, agar sekolah dapat memberikan masukan dalam upaya meningkatkan hasil belajar bahasa Indonesia kelas II dan III SD, dan memberikan pertimbangan dalam pengadaan media pembelajaran di sekolah.Kata Kunci: Pembelajaran Mendengarkan, Anak Sekolah Dasa
BACKGROUND: This systematic review examined the effectiveness of experiential learning interventions for improving children's physical activity knowledge, attitudes, and behaviours. It also aimed to identify intervention characteristics that resulted in the greatest impact. METHODS: Four databases: Education Research Complete, Scopus, Web of Science and PsychINFO were searched from database inception to January 2023. Eligible studies: (1) included children 0-12 years; (2) assessed the effect of physical activity outcomes on children's physical activity knowledge, attitudes or behaviour and (3) were randomised controlled trials conducted in any setting. Study risk of bias was assessed by two independent reviewers using the Cochrane risk of bias tool. Intervention approaches were categorised, and effect sizes were compared across studies for each outcome. RESULTS: Twelve studies were included in the review: ten in school age and two in below five years. For behavioural outcomes, six of eight studies showed medium to large effects (effects size (ES) range: 0.3-0.9), two of the three studies that assessed attitudinal outcomes displayed medium effects (ES range: 0.4-0.5) and both studies that assessed knowledge outcomes displayed medium to large effects (ES range: 0.4-1.3). The two experiential learning interventions among children < 5 years demonstrated small to medium effects on behaviour change (ES range: 0.2-0.5). Effective interventions combined enjoyable practical activities (fitness activities, games and challenges), with behaviour change techniques (goal setting, and self-monitoring), were underpinned by a behaviour change theory, and were often of short duration (< 4 months) but intense (several sessions/week). Moderate to high statistical heterogeneity was observed for behaviour outcomes and risk of bias across studies was generally high. CONCLUSIONS: This review provides some evidence supporting the effectiveness of experiential learning interventions in improving physical activity outcomes in school-aged children. Additional evidence is needed in children <5 years old. Future experiential learning interventions need to strengthen the evidence with rigorous methodological quality and clear reporting of the experiential learning components.
Sumantla D. Varman, Rachel A. Jones, Bridget Kelly et al.
Abstract The integration of gestures and pictures into pedagogy has demonstrated potential for improving adults’ learning of foreign language (L2) vocabulary. However, the relative benefits of gestures and pictures on children’s L2 vocabulary learning have not been formally evaluated. In three experiments, we investigated the effects of gesture-based and picture-based learning on 8-year-old primary school children’s acquisition of novel L2 vocabulary. In each experiment, German children were trained over 5 consecutive days on auditorily presented, concrete and abstract, English vocabulary. In Experiments 1 and 2, gesture enrichment (auditorily presented L2 words accompanied with self-performed gestures) was compared with a non-enriched baseline condition. In Experiment 3, gesture enrichment was compared with picture enrichment (auditorily presented words accompanied with pictures). Children performed vocabulary recall and translation tests at 3 days, 2 months, and 6 months post-learning. Both gesture and picture enrichment enhanced children’s test performance compared with non-enriched learning. Benefits of gesture and picture enrichment persisted up to 6 months after training and occurred for both concrete and abstract words. Gesture-enriched learning was hypothesized to boost learning outcomes more than picture-enriched learning on the basis of previous findings in adults. Unexpectedly, however, we observed similar benefits of gesture and picture enrichment on children’s L2 learning. These findings suggest that both gestures and pictures enhance children’s L2 learning and that performance benefits are robust over long timescales.
Christian Andrä, Brian Mathias, Anika Schwager et al.
Abstract Introduction: Basic Life Support (BLS) and first aid knowledge are essential life-saving skills for school children, fostering social responsibility and humanitarian values. A large number of preventable deaths among children and adolescents occur due to cardiac arrest and accidental injuries, emphasizing the need for effective emergency preparedness training at the school level Methods: A true experimental pre-test–post-test control group design was used to assess the impact and outcome of simulation-based learning programme on knowledge and skills related to BLS and first aid management of selected medical emergencies among school children. A total of 160 higher secondary students from two schools in Kollam district were selected using multistage cluster sampling with randomization. Tools included a socio-demographic proforma, a structured knowledge questionnaire, and an observational skill checklist covering BLS and first aid for drowning, choking, seizure, oral drug poisoning, kerosene poisoning, and snakebite. The intervention involved simulation-based teaching using CPR manikins, video demonstrations, role play, and information booklets, with reinforcement sessions on the 7th and 22nd days. Post-tests were conducted on the 15th and 30th days. Results: Data were analysed using descriptive and inferential statistics. The experimental group showed a statistically significant improvement in knowledge and skills after the intervention. Mean BLS knowledge scores increased from 3.40 (pre-test) to 8.25 (post-test 1) and 9.42 (post-test 2) (p<0.001). Skill scores improved from 1.26 in the pre-test to 8.38 and 9.01 in post-tests 1 and 2, respectively (p<0.001). Significant improvements were also observed in knowledge and skills related to first aid management of selected medical emergencies across all domains (p<0.001). Repeated measures ANOVA and POST HOC confirmed significant differences over time. No significant correlation was found between knowledge and skill scores, and no association was identified with socio-demographic variables Conclusion: Simulation-based learning was highly effective in enhancing school children’s knowledge and skills in BLS and first aid management of medical emergencies. The study recommends integrating structured BLS and first aid training into the higher secondary school curriculum.
Thressiamma KL Sr Teena, K R Anoopa, Sister Mony et al.
This study examined the learning outcomes of children who were low skilled in horizontal bar exercises over a period of three years.We conducted a unit of horizontal bar exercise every year from the first grade to the third grade, and examined their learning behaviors and outcomes.Their learning outcomes were evaluated against the criteria for observational evaluation.The results revealed that when they first learned the horizontal bar movement, they only possessed minimal movement skills.However, with repeated practice, their skills increased.Further, we found that they were unable to use certain techniques without practicing for some time, even if they were able to do the technique once.It was suggested that the horizontal bar exercise movement skill should be learned repeatedly every year.In particular, it is necessary to study both the first and second grades in order to improve the learning outcomes of low-skilled children.Teaching each skill separately is not preferable when learning the horizontal bar movement since the movements learned first may be the basis for those learned next.Teachers are encouraged to plan their teaching considering these findings.
This study evaluates the impact of the school consolidation process and aims to understand the perspectives of essential stakeholders on educational access and outcomes among tribal children aged 6–14 in the Balangir District of Odisha. The data were collected using a semi-structured interview, a case study approach, and focus group discussions with the stakeholders. This study indicates that the majority of parents reported that the increased distance to school and safety concerns, particularly for younger children and girls, considerably affected educational continuity. Many of the students, teachers, and community members expressed their dissatisfaction with the school merger, which resulted in an increase in dropout rates and irregular attendance. The schoolteacher highlights inadequate infrastructure, insufficient educational resources, and increasing workload in consolidated schools. The study concludes that the current merger policy is undermining educational equity rather than eliminating disparities among tribal children.
