Information Package / Course Catalogue
Social and Emotional Learning
Course Code: İFB634
Course Type: Area Elective
Couse Group: Third Cycle (Doctorate Degree)
Education Language: Turkish
Work Placement: N/A
Theory: 3
Prt.: 0
Credit: 3
Lab: 0
ECTS: 8
Objectives of the Course

This course aims to examine the theoretical foundations of social-emotional learning (SEL) and its applications in the school context. It aims to equip participants with the competence to analyze SEL programs and develop applicable practices.

Course Content

This course comprehensively addresses the theoretical foundations, developmental dimensions, and school-based implementations of social-emotional learning (SEL). In line with the CASEL framework, the five core SEL competencies—self-awareness, self-management, social awareness, relationship skills, and responsible decision-making—are examined. Culturally responsive SEL approaches are discussed in connection with school climate, teacher competencies, and systemic implementation. Throughout the course, students conduct literature reviews, develop a school-based application project, and present an original SEL program proposal.

Name of Lecturer(s)
Prof. Eylem YILDIZ FEYZİOĞLU
Learning Outcomes
1.Explain the theoretical foundations and developmental dimensions of social-emotional learning.
2.Define and evaluate the five core SEL competencies (self-awareness, self-management, social awareness, relationship skills, responsible decision-making) within the educational context.
3.Analyze and compare SEL programs implemented at different educational levels from preschool to high school.
4.Develop culturally responsive, inclusive, and ethically grounded strategies for SEL implementation.
5.Interpret the relationship between SEL and factors such as school climate, teacher competencies, and systemic practices.
6.Design an applicable SEL intervention project for an educational setting.
7.Propose and justify an original SEL program using current research and appropriate evaluation criteria.
Recommended or Required Reading
1.CASEL. (2017). Effective social and emotional learning programs – Middle and high school edition. https://casel.org
2.Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162–184. https://doi.org/10.1080/00461520.2019.1623032
3.Elias, M. J., & Leverett, L. (2011). Emotionally intelligent school counseling. Corwin Press.
4.Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57–89. https://doi.org/10.1207/s15566935eed1701_4
5.Duckworth, A. L., & Gross, J. J. (2014). Self-control and grit: Related but separable determinants of success. Current Directions in Psychological Science, 23(5), 319–325. https://doi.org/10.1177/0963721414541462
6.Goleman, D. (1995). Emotional intelligence. Bantam Books.
7.Jennings, P. A. (2015). Mindfulness for teachers: Simple skills for peace and productivity in the classroom. W. W. Norton.
8.Schonert-Reichl, K. A. (2020). Social and emotional learning and teachers. In SEL in education (pp. 97–114). Springer.
9.Thompson, R. A. (2006). The development of the person: Social understanding, relationships, conscience, self. In K. McCartney & D. Phillips (Eds.), Blackwell handbook of early childhood development (pp. 258–278). Blackwell.
10.Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning. Teachers College Press.
Weekly Detailed Course Contents
Week 1 - Theoretical
This week introduces the definition, historical development, and importance of Social and Emotional Learning (SEL) in schools. The CASEL framework is presented, and core SEL concepts are explained. Research findings demonstrating the impact of SEL on students’ academic success and life skills are discussed. Additionally, the current role of SEL in education and its contribution to school mental health are examined.
Week 2 - Theoretical
This week explores theories of social and emotional development in children and adolescents. Psychological frameworks explaining the development of emotional and social skills (e.g., attachment theory, emotional intelligence, cognitive development) are discussed. The focus is on understanding the scientific foundations underlying SEL programs.
Week 3 - Theoretical
The focus this week is on the first core SEL competency: self-awareness. Students discuss the ability to recognize one's emotions, thoughts, and values and understand how they influence behavior. Topics include developing a healthy self-identity, emotional recognition, self-confidence, and self-worth. The relationship between self-awareness and mental health (e.g., emotional recognition in preventing stress and behavioral issues) is also analyzed.
Week 4 - Theoretical
This week centers on self-management skills. Strategies for managing emotions, thoughts, and behaviors in various situations, setting goals, and exercising self-discipline to achieve them are discussed. Key concepts include impulse control, stress management, self-motivation, and perseverance (grit). Practical techniques for enhancing self-management in students are presented (e.g., open-ended questioning, emotion regulation tools, mindfulness activities). Research supporting the benefits of self-management for academic success and school climate is also reviewed.
Week 5 - Theoretical
This week addresses social awareness—the ability to understand others’ emotions and perspectives. Emphasis is placed on empathy, respecting diverse backgrounds, and understanding fairness and social norms. Classroom strategies for developing students' empathy and promoting a respectful, inclusive environment are discussed using real-life case examples. The relevance of social awareness in family and community contexts is also examined.
Week 6 - Theoretical
This week focuses on skills for forming and maintaining healthy and supportive relationships. Key competencies include communication, active listening, cooperation, conflict resolution, and help-seeking. Classroom strategies that promote positive peer interaction (e.g., group work, peer mediation) are discussed. The importance of cultural competence and navigating different social contexts (e.g., student-teacher, peer, family relationships) is emphasized. Well-developed relationship skills are linked to increased school engagement and peer support.
Week 7 - Theoretical
This week examines the fifth core SEL competency: responsible decision-making. Students explore how to make respectful, ethical, and safe choices based on social norms and personal values. Emphasis is placed on evaluating consequences, solving problems, and using ethical reasoning. Sample case scenarios are used to discuss decision-making in both academic and social contexts.
Week 8 - Theoretical
This week explores the concept of culture-centered SEL in depth. The importance of designing SEL programs that are responsive to the needs of students from diverse cultural backgrounds is emphasized. Discussions focus on how SEL contributes to educational equity and how equity-oriented approaches (e.g., recognizing bias, using inclusive language) strengthen SEL. The CASEL framework's support for equity and excellence through school-family-community partnerships is explained. Strategies for integrating students' cultural and social values into SEL activities and promoting family involvement are highlighted.
Week 9 - Theoretical
This week introduces leading SEL programs implemented in schools worldwide and their curricular structures. Evidence-based models approved by CASEL (e.g., Second Step, RULER, PATHS) are presented and compared. Key components of an effective SEL curriculum—such as explicit skill instruction, experiential activities, and continuity—are discussed. The week also focuses on how SEL competencies can be meaningfully integrated into academic subjects. Students are encouraged to design small-scale SEL activities suitable for their own educational contexts.
Week 10 - Theoretical
This week addresses schoolwide SEL implementation and strategies for building a positive school climate. The importance of integrating SEL not only at the classroom level but across school policies and culture is emphasized. CASEL’s four implementation settings—classroom, school, family, and community—are examined. The relationship between SEL and behavioral frameworks such as Positive Behavioral Interventions and Supports (PBIS) is discussed. Examples from science education contexts are also considered.
Week 11 - Theoretical
This week focuses on how to assess SEL programs and measure students’ social-emotional competencies. Different assessment tools (e.g., self-report surveys, observation forms, performance tasks) are introduced. Methods for evaluating the success of SEL initiatives at classroom and school levels are discussed. Research findings on the effectiveness of SEL programs—including their long-term academic and behavioral impacts—are reviewed.
Week 12 - Theoretical
This week focuses on the SEL competencies of teachers and educators. Topics include emotional intelligence, stress and burnout management, and mindfulness-based stress reduction techniques. The positive impact of teachers’ own SEL skills on classroom management and student relationships is emphasized. Institutional supports (e.g., professional development, peer support groups) that promote teacher wellbeing are shared.
Week 13 - Theoretical
During this week, students begin developing their school-based SEL application projects. Each student or group prepares a draft intervention plan targeting a specific SEL need at the level of their choice (e.g., primary, middle, or secondary education). Project drafts are shared for peer and instructor feedback.
Week 14 - Theoretical
In the final week, students present their SEL projects to the class. The course concludes with a summary of the semester’s content. Students are asked to reflect on the knowledge and skills they have developed.
Assessment Methods and Criteria
Type of AssessmentCountPercent
Midterm Examination1%30
Final Examination1%70
Workload Calculation
ActivitiesCountPreparationTimeTotal Work Load (hours)
Lecture - Theory130339
Assignment2048
Reading130565
Midterm Examination140444
Final Examination140444
TOTAL WORKLOAD (hours)200
Contribution of Learning Outcomes to Programme Outcomes
PÇ-1
PÇ-2
PÇ-3
PÇ-4
PÇ-5
PÇ-6
PÇ-7
PÇ-8
PÇ-9
PÇ-10
PÇ-11
OÇ-1
3
3
2
3
2
OÇ-2
3
4
2
3
2
3
OÇ-3
3
4
2
3
2
3
2
2
2
OÇ-4
4
2
3
3
3
2
OÇ-5
3
4
3
4
2
OÇ-6
3
2
4
4
2
OÇ-7
2
2
3
3
3
Adnan Menderes University - Information Package / Course Catalogue
2026