Evaluation studies often use stand-alone and summative assessment strategies to examine the impacts of Social and Emotional Learning (SEL) and Gender-based Violence (GBV) prevention education programs. However, implementation research is yet to offer an integrative framework that can be used to investigate the implementation drivers that lead to…

The emotional aspects of children's social relations have generally been marginalised in social science discourse. Children, who participated in the Australian segment of the Children's Understandings of Well-being (CUWB) project used various media to 'voice' the importance for their well-being of emotional relatedness with family, friends,…

Educators in mainland China are increasingly concerned about promoting school students' social and emotional wellbeing. However, there has been little exchange of research between China and western countries about this topic. For example, questionnaires developed in the west have not been generally available to mainland Chinese researchers. We…

Educators are increasingly aware that the efficacy of social and emotional learning (SEL) is dependent on implementation factors, not just program content. These include the philosophy underpinning an intervention, the beliefs as well as the skills of facilitators, and the classroom/whole school context in which the intervention takes place. This…