(Special Issue) Healing Begins With Emotional Awareness: The Integration and Effectiveness of Social and Emotional Learning and Restorative Justice in University Classrooms
Author: Ya-Ting Juang (Department of Psychology and Counseling, University of Taipei), Marissa Yi-Hsuan Wu (Department of Child and Family Science, National Taiwan Normal University), Hsin-Wei Shu (Department of Psychology and Counseling, University of Taipei), Jie-Shu Hwang (Department of Child and Family Science, National Taiwan Normal University)
Vol.&No.：Vol. 70, No. 3
Date：September 2025
Pages：277-320
DOI：https://doi.org/10.6209/JORIES.202509_70(3).0008
Abstract：
Social and emotional learning (SEL) and restorative justice (RJ) have recently gained increasing recognition in education worldwide. As schools and universities seek more holistic, inclusive, and equitable learning environments, these two approaches have emerged as key frameworks to support both student development and community building. SEL promotes personal growth and interpersonal skills, while RJ focuses on conflict resolution, enhancing emotional understanding within SEL. Together, these approaches support the holistic development of individuals. In this study, their integration is referred to as SRJ, highlighting the complementary nature of the two frameworks. Research has shown that combining SEL and RJ can lead to positive outcomes in educational settings, such as increased empathy, respect, and a stronger sense of responsibility among students (Hulvershorn & Mulholland, 2018). Specifically, SEL fosters core competencies including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. RJ, on the other hand, introduces structured and dialogic processes that address harm, rebuild trust, and promote inclusive dialogue. The synergy between SEL and RJ not only enhances individual emotional capacities but also nurtures a culture of collective accountability and empathy within learning communities.
This study investigated the effects of integrating SEL and RJ into early childhood teacher training and group counseling courses, involving 97 university students enrolled in education-related majors at two universities in northern Taiwan. Given that future educators are key implementers of SEL and RJ in school environments, understanding the impact of such integration on pre-service teachers is essential. The study aimed to examine (1) the effects on students’ emotional literacy and self-compassion and (2) students’ perceptions of the courses’ benefits.
The intervention spanned 16 weeks and incorporated SRJ content into two existing university-level courses: an Early Childhood Guidance and Counseling course for pre-service early childhood educators, and a Group Counseling course for education majors interested in developing applied counseling skills. These courses were selected for their strong emotional and interpersonal learning objectives, which provided a relevant context for embedding SRJ elements such as mindfulness, dialogue circles, and explicit SEL instruction. While the course populations and content differed, both interventions shared a common instructional design, including a three-phase learning model moving from theory to practice and reflection.
The study adopted an embedded experimental design within a mixed-methods research framework. Quantitative data were collected through validated pre- and post-intervention surveys measuring students’ emotional literacy and self-compassion. Statistical analyses were conducted using paired-sample t-tests and Cohen’s d to assess changes across the intervention period. To supplement the quantitative findings, qualitative data were gathered through written reflections, course feedback, and focus group interviews in order to capture students’ experiences, perceived benefits, and overall satisfaction with the course content. This embedded approach allowed for a more comprehensive understanding of both the measurable outcomes and the lived experiences of participants, providing valuable insight into how SRJ concepts can be effectively applied within the context of higher education.
Quantitative findings showed that both courses positively influenced students’ emotional literacy, though specific emotional competencies and aspects of self-compassion differed. The early childhood teacher training course demonstrated moderate effects on self-management and overall emotional literacy, indicating improvements in self-regulation and emotional management. In contrast, the group counseling course showed significant but smaller effects on relationship skills and overall emotional literacy, reflecting enhanced interpersonal interactions and emotional communication. Notably, both courses resulted in small, non-significant improvements in negative self-compassion indicators, such as self-criticism and isolation, suggesting that sustained practice and reflection are needed for meaningful self-compassion development. These results suggest that while SRJ-infused instruction is effective in supporting students’ emotional growth, the development of self-compassion, especially the reduction of internalized self-judgment may require more intensive, targeted practice over a longer duration. In both courses, self-compassion was introduced only as a supplementary element rather than as a core instructional focus, which may have limited its overall impact.
Qualitative results highlighted several key impacts: (1) SEL and mindfulness activities increased bodily awareness, self-awareness, and emotional regulation; (2) visualized mindfulness fostered inward focus and a sense of balance; (3) these practices helped students release guilt, set boundaries, and enhance self-acceptance; (4) restorative circles supported self-expression, communication, and conflict management; (5) learning restorative justice encouraged reflection on emotional education; and (6) students reported applying SRJ concepts in concrete, real-life contexts. These findings were further illustrated through students’ descriptions of their experiences. Structured mindfulness activities, such as body scans, guided breathing, and visual metaphors, as effective tools for grounding their attention and reconnecting with internal emotional states. Many students reported that these practices helped them recognize signs of stress, pause before reacting, and shift toward more intentional emotional responses. In particular, activities such as gratitude meditation and emotional journaling enabled students to confront and reframe difficult emotions, facilitating processes of emotional insight and transformation. Restorative dialogue circles not only fostered collaborative reflection but also modeled practical strategies for conflict resolution and relationship repair. Several students described applying these approaches in group projects, interpersonal challenges, and even in field-based educational settings, demonstrating the real-world relevance of SRJ practices. The integration of experiential learning, peer-led facilitation, and structured reflection contributed to a meaningful learning environment in which abstract SEL and RJ concepts were internalized and translated into everyday behavior. Overall, the results highlight the value of integrating SEL and RJ into various course formats and offer valuable insights for the development of future college-level programs that embed social and emotional learning to enhance students’ emotional literacy and interpersonal skills. While both the early childhood teacher training and group counseling courses demonstrated positive impacts on students’ emotional literacy, the findings also suggest that sustained engagement, clearer learning objectives, and sufficient instructional time are necessary to fully support the development of self-compassion. This study contributes to the growing body of literature emphasizing the need for holistic approaches in teacher education. It underscores that future educators benefit not only from theoretical knowledge of child development but also from cultivating their own emotional capacities and conflict-resolution skills. As Taiwan and other countries pursue educational reforms centered on well-being, mental health, and socio-emotional development, embedding SRJ frameworks into tertiary education emerges as both timely and necessary. Future research should include control groups, align course content and duration, and explore the longitudinal effects of SRJ training to determine whether these benefits endure into professional practice. Additionally, identifying effective combinations of content delivery, experiential learning, and reflective practice remains a critical area for further investigation.
Keywords：mindfulness, social and emotional learning (SEL), restorative justice (RJ), preservice teacher training program, dialogue circles.