Social Emotional Learning in Virtual Settings: Intervention Strategies

Ai Kamei; Wendy  Harriott

Vol. 13 No. 3 (2021) Special Issue: Social Skills Development and Strategies for Success

Social Emotional Learning in Virtual Settings: Intervention Strategies

Ai Kamei
Wendy Harriott

Published March 9, 2021 | Pages: | Views: 5143

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Abstract

In mid-March of 2020, schools in the United States shut down in-person learning due to the COVID-19 outbreak. Due to this unprecedented situation, school education has
since shifted to a heavy reliance on various forms of remote learning, and teachers and students have been forced to practice completely new ways of teaching and learning.
Virtual learning requires students to draw from a different skill set than what is used in face-to-face settings, such as self-regulation for navigating online learning, or balancing
learning and life at home. These new and challenging experiences coincide with limited opportunities for social engagement and an increased potential for isolation. These factors are continuing to contribute to children experiencing high levels of stress as the sense of normalcy is lost from their lives and they are bombarded with new expectations and responsibilities. Children need social and emotional support now more than ever. In this paper, we discuss how integrating Social and Emotional Learning (SEL) in daily lessons can benefit children now working in virtual settings, with sample activities organized around
cognitive regulation, emotional regulation, and social skills. We address both explicit SEL instruction methodologies and ongoing teaching practices designed to promote SEL.

In mid-March of 2020, schools in the United States shut down in-person learning due to the COVID-19 outbreak. Due to this unprecedented situation, school education has since shifted to a heavy reliance on various forms of remote learning, and teachers and students have been forced to practice completely new ways of teaching and learning. Virtual learning requires students to draw from a different skill set than what is used in face-to-face settings, such as self-regulation for navigating online learning, or balancing learning and life at home. These new and challenging experiences coincide with limited opportunities for social engagement and an increased potential for isolation. These factors are continuing to contribute to children experiencing high levels of stress as the sense of normalcy is lost from their lives and they are bombarded with new expectations and responsibilities. Children need social and emotional support now more than ever. In this paper, we discuss how integrating Social and Emotional Learning (SEL) in daily lessons can benefit children now working in virtual settings, with sample activities organized around cognitive regulation, emotional regulation, and social skills. We address both explicit SEL instruction methodologies and ongoing teaching practices designed to promote SEL.

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References

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Affiliations

Ai Kamei

Monmouth University

Wendy Harriott

Monmouth University

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How to Cite

Kamei, A., & Harriott, W. . (2021). Social Emotional Learning in Virtual Settings: Intervention Strategies. International Electronic Journal of Elementary Education, 13(3). Retrieved from https://iejee.com/index.php/IEJEE/article/view/1487