Table of Contents

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. 

About the Author

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 Professor in the Faculty of Education and Social Work at the University of Sydney, a Fellow of the American Psychological Association, a Fellow of the American Educational Research Association, a Fellow of the Academy of the Social Sciences in Australia, and President of the International Association of Applied Psychology’s Division 5 Educational, Instructional, and School Psychology. Andrew is a Registered Psychologist (Psychology Board of Australia) recognized for psychological and educational research in achievement motivation and for the quantitative methods he brings to the study of applied phenomena. Although the bulk of his research focuses on motivation, engagement, and achievement, Andrew is also published in important cognate areas such as boys’ education, gifted and talented pupils, academic resilience and academic buoyancy, personal bests, pedagogy, parenting, teacher-student relationships, and Aboriginal education. Andrew’s research also bridges other disciplines by assessing motivation and engagement in sport, music, and work. In 2008 he received the American Educational Research Association (AERA) Raymond B. Cattell Early Career Award. Before that Andrew was listed in The Bulletin magazine’s ‘SMART 100 Australians’ (2003) and was one of only three academics judged to be in the Top 10 in the field of Education in Australia. In 2002, his PhD was judged the Most Outstanding Doctoral Dissertation in Educational Psychology by Division 15 of the American Psychological Association, and was selected as the Most Outstanding PhD in Education by the Australian Association for Research in Education.

Rebecca Collie, B.Ed. (Hons), M.A., Ph.D., is a postdoctoral research fellow in educational and developmental psychology at the University of New South Wales (UNSW), Australia. Rebecca’s research focuses on motivation and well-being among students and teachers, effective teaching and learning, teachers’ and students’ psychosocial experiences at school (perceptions of the school climate, job satisfaction, etc.), and quantitative research methods.  Rebecca has written book chapters and peer reviewed journal articles in prominent journals including Learning and Instruction, the Journal of Educational Psychology, and the British Journal of Educational Psychology. Rebecca’s research has been cited in notable documents including international reports (e.g., the OECD’s Report on Teaching and Learning), education policy documents (e.g., the U.S. National Research Centre for Career and Technical Education), school mental health and stress management books (e.g., Preventive Mental Health at School), and international handbooks (e.g., the International Handbook of Research on Teacher Beliefs). Rebecca has also presented over 20 peer-reviewed papers at international conferences including the American Educational Research Association, Australian Association for Research in Education, European Association for Research on Learning and Instruction, and American Psychological Association. Rebecca is a Consulting Editorial for the international ISI journal, Educational Psychology, and a reviewer for many international academic journals (e.g., the Journal of Educational Psychology, American Educational Research Journal, Contemporary Educational Psychology, British Journal of Educational Psychology, Journal of Personality, Journal of Research on Adolescence). Prior to joining the UNSW, Rebecca completed her PhD at the University of British Columbia in Vancouver, Canada.