Effects of a program based on social-emotional learning on the social-emotional skills of students attending a French-language school in a minority setting

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René Langevin
Angélique Laurent


The aim of this research is to explore the effects of a program based on Social and Emotional Learing (Collaborative for Academic Social and Emotional Learning (SEL), 2020) known in French as apprentissage socio-émotionnel (ASÉ) on the development of socio-emotional skills in a group of students attending a French-language school in a minority setting. The sample consisted of 40 students aged between 10 and 12. All were assessed using the French version of the Social Skills Improvement System-Social Emotional Learning (SSIS-SEL) questionnaire (Gresham et al., 2017) on two occasions (before and after the program), and 30 of them participated in the program. This program is made up of the five competency domains of the Collaborative for Academic, Social, and Emotional Learning (2020): 1) self-awareness, 2) self-management, 3) social awareness, 4) interpersonal skills and 5) responsible decision-making. The results indicate that the first hypothesis is partially confirmed, since unlike the 6th graders in the experimental group, the 5th graders in the experimental group did not significantly improve three of the five core SEL competencies: 3) social awareness, 4) interpersonal skills and 5) responsible decision-making. Similarly, the results of the second hypothesis are also partially confirmed. In this case, there were more significant results on the SSIS-SEL scales among 5th graders in the experimental group than among 6th graders in the control group. The results also show that SEL can lead to a general improvement in the socio-emotional skills of students in both experimental groups.

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Langevin, R., & Laurent, A. (2023). Effects of a program based on social-emotional learning on the social-emotional skills of students attending a French-language school in a minority setting. The Journal of Quality in Education, 13(22), 142–160. https://doi.org/10.37870/joqie.v13i22.388


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