Social and Emotional Learning in Australia and the Asia-Pacific

Perspectives from the Australian Context.- Introduction.- Positive Education in Australia: Practice, Research, Implications, and Future Directions.- School Belonging in Australia.- Social and Emotional Learning and Students' Motivation, Engagement, and Achievement: The Roles of Need Satisfaction, Adaptability, and Buoyancy.- Assessment of SEL Learning Outcomes: A Review of the Literature.- Building Teacher Capacity to Promote Social and Emotional Learning in Australia.- Social-Emotional Learning and Teachers: Implications of Teachers' Beliefs, Competence, and Well-being.- Section 2: Perspectives from the Asian Context.- SINGAPORE: Social Emotional Learning in Singapore Education: Theory, Research, and Practice in Singapore.- HONG KONG: Personal Best Goals and Social Emotional Learning in Hong Kong: Profiles, Antecedents, Correlates and Outcomes.- KOREA: The Character Education Promotion Act: Social Emotional Learning as a Solution for Adolescent Problems in Korea.- CHINA: Social Emotional Learning: Theory, Research, and Practice in China.- Section 3: Programs and Approaches from the Australian Context.- KidsMatter: Building the Capacity of Australian Primary Schools and Early Childhood Services to Foster Children's Social and Emotional Skills and Promote Children's Mental Health.- Respect for Culture - Social and Emotional Learning with Aboriginal and Torres Strait Islander Youth.- Positive Approaches to Social and Emotional Learning in a School Context: The Mindfields High School Junior Program.- From Evidence to Practice: Preparing Teachers for Wellbeing.- The Geelong Grammar Positive Psychology Experience.- SEL Programs and Approaches that Have Worked: Successive Evaluations.- Measures of Success - Exploring the Importance of Context in the Delivery of Social Emotional Learning Programs in Australian Primary and Secondary Schools. 

Erica Frydenberg Dip Ed, Dip Clin Psych, PhD is an educational, clinical and organisational psychologist who has practiced extensively in the Australian educational setting. She is a Principal Research Fellow and Associate Professor of Psychology at the Melbourne Graduate School of Education. She is an Honorary Fellow of the Australian Psychological Society. She has authored or co-authored over 125 academic journal articles and chapters in the field of coping, has developed psychological instruments to measure coping in children, adolescents and adults, and has authored or co-authored 15 books on topics ranging from children's early years through to adolescence and parenting. She has received numerous Australian Research Council and philanthropic grants, been engaged as a consultant with organisations such as the National Health and Medical Research Council (NHMRC), Department of Education, Catholic Education Authority and Victorian Assessment and Curriculum Authority. She was the recipient of the Distinguished Scholar Award of the American Educational Research Association Special Interest Group Stress and Coping in Education, the University of Melbourne Medal for Research Excellence Faculty of Education Award and the University of Melbourne Knowledge Transfer Award. In 2013 she was the recipient of the Life-time Career Award of the Stress Anxiety Research Society, an international body of researchers and practitioners. She currently serves on the King David School Council, as well as numerous advisory committees of the Australian Psychological Society, and is past President of Oz Child: Children Australia.


Andrew Martin, BA (Hons), MEd (Hons), PhD, is a Professor of Educational Psychology at the University of New South Wales (UNSW), Australia specializing in motivation, engagement, achievement, and quantitative research methods. He is also an Honorary Research Fellow in the Department of Education, University of Oxford, an Honorary