https://www.um.edu.mt/library/oar/handle/123456789/119167 Sat, 04 Apr 2026 17:58:46 GMT 2026-04-04T17:58:46Z https://www.um.edu.mt/library/oar/handle/123456789/120856 Title: Editorial : Introduction to the special issue on assessing children’s social emotional learning to guide improvement programs Authors: Anthony, Christopher J.; Grazzani, Ilaria; Elliott, Stephen N.; Cavioni, Valeria Abstract: Although the COVID-19 Pandemic began in 2020, it continues to exert a negative impact on the social, emotional, behavioral, and academic wellbeing of many children and youth across the globe (e.g., Bell et al., 2023; Panchal et al., 2023) and throughout Europe (European Education and Culture Executive Agency, 2022). To address these significant needs, researchers, educators, and policymakers have continued to stress the importance of developing instructional and intervention programs that target children’s social and emotional learning (SEL) and emotional behavior concerns (EBC). Many examples of such programs exist in countries throughout Europe (e.g., Cefai, et al., 2018). A particularly notable example is the Promoting Mental Health at Schools (PROMEHS) program (Cefai et al., 2022). Such developments are promising as children and youth continue to need enhanced supports and schools represent an excellent setting to provide it to them. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/120856 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/120857 Title: Bridging the SEL CASEL Framework with European educational policies and assessment approaches Authors: Cavioni, Valeria; Broli, Luisa; Grazzani, Ilaria Abstract: The importance of enhancing social and emotional skills in educational settings has gained prominence, with many countries and organizations embracing the Social and Emotional Learning (SEL) framework to equip individuals with the tools needed for shaping a self-identity, emotional regulation, goal achievement, empathy, nurturing relationships, and responsible decision-making and overall well-being. In this paper, we aim to connect the globally acknowledged Collaborative for Academic, Social, and Emotional Learning SEL framework with international policies that underscore the importance of social and emotional skills in the school context. To accomplish this goal, we first provide a brief overview of the key components of the SEL framework. Subsequently, we explore two significant educational policies within the European context. The first policy is the World Health Organization Health Promoting Schools initiative. We present its objectives, a WHO-affiliated program example, the promoted and assessed competencies of students, and its results, connecting its framework with the CASEL SEL approach. The second focus is the Organisation for Economic Co-operation and Development Study on Social and Emotional Skills, describing its developmental process and the assessment framework. Finally, we describe the alignment of SEL with these European educational policies and illustrate their role in advancing and improving the evaluation of SEL initiatives in educational environments. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/120857 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/120864 Title: Examining the measurement invariance and validity of the SSIS SEL Brief + Mental Health Scales – student version in Austria and Germany Authors: Anthony, Christopher J.; Hassani, Sepideh; Schwab, Susanne; Howe, Abigail P.; Yost, Michayla; Elliott, Stephen N.; Löper, Marwin; Görel, Gamze; Hellmich, Frank Abstract: The SSIS SEL Brief + Mental Health Scales (SSIS SELb+MHS) are multi-informant assessments developed in the United States to assess the social and emotional learning (SEL) competencies and emotional behavior concerns (EBCs) of school-age youth. Although there are translations of the SEL items of the SSIS SELb+MHS available in other languages, a German translation has never been completed and validated, despite the growing need for SEL and mental health assessment in German-speaking countries. To address this need, this study’s primary purpose was the examination of a German translation of the assessment with a specific focus on measurement invariance and concurrent validity invariance testing with 821 3rd through 6th-grade students in Austria and Germany. Results indicated that the SELb+MHS items clustered into 2 SEL factors and 2 EBC factors. With regard to measurement invariance, the SELb+MHS functioned similarly across both Austria and Germany and full scalar invariance was achieved. Additionally, the overall pattern of concurrent validity relationships was as expected and similar across countries. Implications and future directions are discussed. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/120864 2024-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/120865 Title: Measuring social and emotional learning skills of preschool children in Croatia : initial validation of the SSIS SEL Brief Scales Authors: Tatalović Vorkapića, Sanja; Anthony, Christopher J.; Elliott, Stephen N.; Grazzani, Ilaria; Cavioni, Valeria Abstract: Although there is increased interest in social and emotional competence and mental health in Croatia, there are currently limited measurement options available for early childhood settings. Thus, the SSIS SEL Brief Scales (SSIS SELb), an efficient measure of social and emotional learning competencies developed in the United States, was translated to Croatian and used by 49 early childhood educators to rate a sample of 685 children (average age 4.3 years) from several counties in Croatia. Regarding measurement invariance, the final model cohered substantially with a CASEL-inspired framework. Overall reliability was also high especially for the SEL Composite (α = .94), with notably lower reliability for subscales. Regarding cross-group concurrent validity, concurrent coefficients were largely similar across age and gender, but there were regional differences in validity. Likewise, validity correlations were in line with expectations, with moderate relationships observed between the SSIS SEL Composite and Child and Youth Resilience Measure scores. In sum, the high level of reliability provided a foundation for applied and research usage of the Croatian SSIS SELb, although further validation research will continue to be necessary before widescale implementation. Limitations to the study are discussed and also point to needed additional research before utilizing the Croatian translated SSIS SELb for applied decisions with young children. Mon, 01 Jan 2024 00:00:00 GMT https://www.um.edu.mt/library/oar/handle/123456789/120865 2024-01-01T00:00:00Z