Abstract The success of Social Emotional Learning (SEL) interventions is thought to rely on teacher social emotional competency, student-teacher relationships, and the readiness of the school environment. From an evolutionary… Click to show full abstract
Abstract The success of Social Emotional Learning (SEL) interventions is thought to rely on teacher social emotional competency, student-teacher relationships, and the readiness of the school environment. From an evolutionary motivational systems perspective, an underlying driver behind these aspects is the motivational state of students and teachers. Providing a foundational framework for supporting SEL development may be a critical differentiating factor in successfully incorporating SEL into curriculum to enhance individual and group-level wellbeing. This article presents compassion as a motivational framework that can be used to support SEL. We review theoretical perspectives and empirical research applying compassion to help regulate emotional experience and provide a series of possible suggestions on how to integrate compassion into classrooms. Specifically, we provide a series of suggestions on how compassion can help with student and staff wellbeing. A compassionate approach to establishing a positive classroom environment and incorporating simple activities adapted from compassion-focused therapy may provide a baseline conducive context in which SEL is accepted and thrives.
               
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