Potential Risk In conjunction with the benefits and lasting effects of social-emotional learning, it is important to understand and acknowledge the potential risks when students lack the skills associated with social-emotional learning. The research argues that bullying and a lack of social approval from peers increases within a classroom and school community when skills associated with social-emotional learning are not taught (Darrow, 2014). Darrow (2014) argues that social-emotional learning contributes increasing students’ self-esteem, their inclination to take risks, and applying themselves for further development outside of a school community. Furthermore, research also identifies that with a lack of social-emotional learning, students’
…show more content…
For example, Jones & Bouffard (2012) argues that if individuals who are applying the programs do not have clear ideas and definitions of what they wish to accomplish, the attempt of completing the goal will not be successful. There are also cultural concerns with some of the assumptions that some programs possess (Banerjee et al., 2014). Banerjee et al. (2014) suggests that individuals implementing programs should be aware of the culture assumptions. Training is also a potential issue that individuals should be aware of. Payton et al. (2008) argues that program training needs to be led so that all individuals are not relying on another person to help teach social emotional skills. Payton et al. (2008) suggests that there are many opportunities to receive training, however, trainees could be left without the resources to be able to conduct programs on their own. Moreover, the final suggestion that arises is that the implementations of programs are only occurring during the time that they are taught (Jones & Bouffard, 2012). Furthermore, Jones & Bouffard (2012) argues that in order for a program to be successful, the skills that students are learning need to be implanted throughout all day-to-day interactions and everyone within the community in order for the program for it to be meaningful and successful. Therefore, the awareness of potential risks arising from implementing programs is important for individuals to be mindful of in order for social-emotional learning to be
For example, Jones & Bouffard (2012) argues that if individuals who are applying the programs do not have clear ideas and definitions of what they wish to accomplish, the attempt of completing the goal will not be successful. There are also cultural concerns with some of the assumptions that some programs possess (Banerjee et al., 2014). Banerjee et al. (2014) suggests that individuals implementing programs should be aware of the culture assumptions. Training is also a potential issue that individuals should be aware of. Payton et al. (2008) argues that program training needs to be led so that all individuals are not relying on another person to help teach social emotional skills. Payton et al. (2008) suggests that there are many opportunities to receive training, however, trainees could be left without the resources to be able to conduct programs on their own. Moreover, the final suggestion that arises is that the implementations of programs are only occurring during the time that they are taught (Jones & Bouffard, 2012). Furthermore, Jones & Bouffard (2012) argues that in order for a program to be successful, the skills that students are learning need to be implanted throughout all day-to-day interactions and everyone within the community in order for the program for it to be meaningful and successful. Therefore, the awareness of potential risks arising from implementing programs is important for individuals to be mindful of in order for social-emotional learning to be