Promoting mental health through social and emotional learning in early childhood education

In recent years, a growing number of studies have investigated the importance of children's non-cognitive traits in predicting health and well-being in adulthood. Non-cognitive processes such as empathy, emotion regulation and self-control are predictors of behaviors in adulthood, such as the likelihood of committing crimes or substance use (Jones et al 2015). Inadequate functioning on a social and emotional level can have significant consequences on the level of public health, even if the interaction between cognitive and non-cognitive characteristics in development must be considered above all. In fact, scholastic success requires both intellectual skills and motivation and self-regulation skills (ibidem). Another aspect to consider is that noncognitive skills are more malleable than cognitive ones and therefore lend themselves more to being a target for prevention actions (ibidem). Decades of research have allowed us to demonstrate the impact that participation in early childhood education programs (for example, HeadStart) have on different dimensions of wellbeing; highlighting significant financial investment. On the other hand, SEL studies conducted so far in early childhood have involved small-scale interventions related to specific skills. In this sense, Mondi et al (2021) highlight the importance of reflecting on strategies that allow SEL programs to be applied on a large scale. To do this, SEL must be defined and measured in a consistent, developmentally appropriate, and culturally sensitive manner. To do this, interdisciplinary collaboration involving a variety of stakeholders, such as parents, researchers and policymakers (ibidem), is required. Efforts must therefore be invested to support different ecological levels. Work at home and at school must be integrated with public policies that support the development of health (ibidem).