The Impact of Social and Emotional Learning on Peer Victimization

Apr 28 2022

Key Takeaway: 

Social and emotional learning (SEL) should be explicitly taught in schools, especially in secondary schools. SEL competencies can lead to improved peer relationships, heightened resilience, and a more positive school climate among secondary school students. It also empowers students who have been subjected to varying degrees of peer victimization. —Shekufeh Monadjem

The Benefits of Social-Emotional Learning

Social and emotional learning (SEL) strives to create “a preventative school-based framework which aims to promote resiliency and a positive school climate,” and is quickly becoming an essential part of school curricula.1 “Teaching SEL skills to youth within schools has been linked with increased social skills, academic performance, and reduced mental health problems and behaviour problems among students.”2

This study by Fredrick and Jenkins (2021) sought to examine the relationship between student perception of SEL skills taught through SEL instruction and peer relationships. 228 racially diverse participants from Grades 8-12 were included in the study.

The Benefits of Explicit SEL Instruction

Results showed that “SEL instruction was positively related to student SEL skills and positive perceptions of peer relationships, and the strengths of these associations were similar across boys and girls. In addition, these associations were similar for youth experiencing low, moderate, and high levels of victimization, but were especially robust for the high-victimization group.”

In addition to promoting student SEL skills, another purpose of SEL instruction is to “promote positive peer relationships and this may be especially important among high school students, given the value that adolescents place on friendships.”3 A critical aspect of school climate and culture are students’ perceptions of whether classmates treat each other with respect and inclusivity. Positive peer relationships are more evident in schools and classrooms where “teachers and staff provide social-emotional support, utilize curricula and activities which foster social interactions, and where adults model respectful and caring behaviour.”3 Research has supported a link between the teaching of SEL skills and positive peer relationships, as well as a reduction in aggressive behaviour and homophobic name-calling.

Previous research had shown that efforts to promote a positive school climate may have been harmful to students who continued to experience peer victimization.3 In contrast to previous research, findings from the current study revealed that SEL instruction was positively related to heightened SEL skills and positive peer relationships for both boys and girls, and these findings were more robust for students experiencing high levels of peer victimization.

Summarized Article:

Fredrick, S. S., & Jenkins, L. N. (2021). Social Emotional Learning and Peer Victimization Among Secondary School Students. International Journal of Bullying Prevention, 1-11.

Summary by: Shekufeh Monadjem –  Shekufeh believes that the MARIO Framework builds relationships that enable students to view the world in a positive light as well as enabling them to create plans that ultimately lead to their success.

Additional References:

  1. Shek, D. T., Dou, D., Zhu, X., & Chai, W. (2019). Positive youth development: Current perspectives. Adolescent Health, Medicine and Therapeutics, 10, 131–141.
  2. Bear, G. G., Yang, C., Mantz, L. S., & Harris, A. B. (2017). School-wide practices associated with school climate in elementary, middle, and high schools. Teaching and Teacher Education, 63, 372–383.
  3. Bear, G. G. (2020). Improving school climate: Practical strategies to reduce behaviour problems and promote social and emotional learning. Routledge Taylor & Francis Group.
  4. Garandeau, C. F., Lee, I. A., & Salmivalli, C. (2018). Decreases in the proportion of bullying victims in the classroom: Efects on the adjustment of remaining victims. International Journal of Behavioral Development, 42, 64–72. https://doi.org/10.1177/0165025416667492
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