Social-emotional learning编辑历史

**Social-Emotional Learning (SEL)** is an educational framework that aims to develop students' abilities to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible decisions. Rooted in educational psychology, SEL integrates cognitive, affective, and behavioral skills into both classroom instruction and school-wide culture, often organized around five core competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Its effectiveness is supported by decades of research showing improvements in academic achievement, mental health, and prosocial behavior.

## 1 Foundations of Social-Emotional Learning

### 1.1 Historical Development

#### 1.1.1 Origins in Emotional Intelligence Theory
The conceptual roots of SEL lie in emotional intelligence theory, which gained prominence in the 1990s through the work of psychologists Peter Salovey and John D. Mayer, and later popularized by Daniel Goleman. Salovey and Mayer defined emotional intelligence as the ability to perceive, understand, manage, and regulate emotions in oneself and others. Goleman’s 1995 book *Emotional Intelligence* argued that these competencies could predict success more reliably than traditional IQ, sparking interest in teaching such skills in schools.

#### 1.1.2 Evolution into School-Based Programs
In the 1960s and 1970s, pioneering programs such as the *Yale-New Haven Social Competence Program* laid groundwork by addressing students’ social and emotional needs. The term “social-emotional learning” was formally coined in 1994 at a meeting of researchers and educators, leading to the founding of the Collaborative for Academic, Social, and Emotional Learning (CASEL). Throughout the 2000s and 2010s, numerous evidence-based curricula (e.g., PATHS, Second Step) were developed and implemented, and SEL became increasingly integrated into