Kondisi sosial dan emosional seseorang sangat memengaruhi kualitas dan efektivitas pembelajaran. Ketika seseorang merasa aman, diterima, dan memiliki hubungan sosial yang positif, otaknya berada dalam kondisi optimal untuk menyerap dan mengolah informasi. Sebaliknya, stres, kecemasan, isolasi sosial, atau perasaan tidak aman dapat menghambat fungsi kognitif seperti memori, perhatian, dan pemecahan masalah. Ini berlaku dalam konteks apa pun—baik di kelas, ruang kerja, maupun di lingkungan masyarakat.

Contohnya, mahasiswa yang merasa cemas karena tekanan sosial atau ekspektasi tinggi mungkin mengalami kesulitan fokus saat kuliah atau ujian. Di tempat kerja, karyawan yang tidak merasa dihargai bisa menjadi enggan belajar keterampilan baru. Dalam kehidupan pribadi, trauma masa lalu bisa menurunkan kepercayaan diri untuk mengikuti pelatihan atau kursus baru. Artinya, aspek sosial-emosional bukan pelengkap—tetapi fondasi—dari proses belajar.

• Rizal Akhmad Nugraha Zal

The concept of “productive struggle,” as explored by George Reese, highlights a critical insight from educational psychology: learning is not always smooth or easy—true growth often occurs when learners grapple with challenging material. Educational psychology helps us understand why and how this happens by drawing on both cognitive and developmental theories within the learning sciences.

One key contribution comes from Cognitive Load Theory (CLT). Developed by John Sweller, CLT explains that learners have limited working memory. Struggle becomes productive when the cognitive load is optimized—not too overwhelming (which can cause frustration and disengagement), but not too minimal (which leads to boredom). Educational psychology uses this framework to guide instructional design: materials are sequenced so that learners gradually build schema (mental frameworks) without overloading their processing capabilities.

Another important area is constructivism, particularly the work of Jean Piaget and Lev Vygotsky. Piaget emphasized how learners actively construct knowledge through interaction with the environment—especially through disequilibrium (or struggle), which prompts new learning. Vygotsky’s concept of the Zone of Proximal Development (ZPD) also relates closely to productive struggle: it defines the sweet spot between what a learner can do independently and what they can achieve with guidance. In this zone, challenge leads to growth—if properly supported.

Evidence from Educational Psychology Includes:
Experimental studies on memory, retention, and problem-solving

Longitudinal research showing better retention from effortful learning

Classroom-based studies of scaffolding, feedback, and metacognition

Interpretative Concepts and Theories Provided:
Cognitive Load Theory

Constructivist learning theory

Zone of Proximal Development (ZPD)

Desirable Difficulties (Bjork, 1994), which shows that effortful learning improves retention

Metacognition—students’ awareness and regulation of their own thinking

Educational psychology thus not only explains the dynamics of learning—it guides the design of learning environments where productive struggle leads to deep understanding, rather than frustration or failure. It encourages educators to strike a balance: challenge students enough to stimulate growth, while also supporting them through scaffolding, feedback, and encouragement.

• Anjana Ak

I really believe that learning is deeply connected to how we feel and the social environments we’re in. If someone feels anxious, lonely, or unsafe, it’s way harder to focus or retain information—whether you’re a kid in school or an adult at work.

On the flip side, when you’re in a space where you feel seen, supported, and emotionally okay, your brain is just more open to learning. Emotional safety isn’t just a “nice to have”—it’s essential.

• Nasywa Dhiya

Trauma-Informed Education: Understanding the Impact of Adverse Childhood Experiences (ACEs) on Learning

Discussion Link: [Insert Your Discussion Thread Link Here]

Post:

The connection between social-emotional conditions and learning is becoming increasingly evident through research in trauma-informed education. One area of socio-behavioral concern that deeply affects educational outcomes is the impact of Adverse Childhood Experiences (ACEs)—which include abuse, neglect, domestic violence, and other forms of early trauma—on cognitive and emotional development.

What Does the Evidence Tell Us?

Research shows that students who have experienced high levels of trauma often struggle with attention, memory, executive function, and emotional regulation—all of which are essential for learning. According to the CDC-Kaiser Permanente ACE Study, children with multiple ACEs are at increased risk for learning and behavioral challenges, lower academic achievement, and higher dropout rates (Felitti et al., 1998). Furthermore, chronic stress from trauma can result in physiological changes to the brain, particularly in the amygdala, hippocampus, and prefrontal cortex, impacting a student's ability to engage, process, and retain information.

Key Concepts for Interpretation:

Toxic Stress: Long-term exposure to stress without adequate support from caring adults can disrupt brain development and affect cognitive functioning.

Self-Regulation and Executive Function: Trauma can impair the development of self-control, emotional regulation, planning, and focus—making typical classroom behavior management strategies less effective.

Neuroplasticity: Despite the impact of trauma, the brain retains the ability to adapt and rewire, especially in supportive environments, highlighting the importance of interventions and stable relationships.

Trauma-Informed Practices: These include understanding trauma's effects, creating safe environments, building strong relationships, and offering consistent emotional support. Schools that integrate trauma-informed approaches see improvements in student engagement, attendance, and performance.

Implications for Learning Environments:

In higher education, workplace training, and community learning spaces, unresolved trauma or high stress can similarly hinder participation, confidence, and retention of knowledge. Instructors and facilitators who acknowledge these factors and create emotionally safe learning environments are more likely to foster meaningful engagement and achievement.

Example in Practice: Some schools have adopted trauma-informed classroom strategies such as:

Quiet corners or calming spaces for emotional regulation

Morning check-ins to establish emotional awareness

Teacher training in recognizing trauma symptoms and using de-escalation techniques

Limits and Challenges: While the evidence strongly supports trauma-informed approaches, challenges include teacher burnout, lack of training, and the need for system-wide policy shifts to fully support emotionally safe learning environments.

Conclusion: Understanding the socio-emotional foundations of learning is critical to creating inclusive and equitable educational spaces. By acknowledging the impact of trauma and integrating practices that support healing and emotional safety, we can transform learning environments across all sectors—from schools to workplaces to lifelong community education.

References:

Felitti, V. J., Anda, R. F., Nordenberg, D., et al. (1998). Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults. American Journal of Preventive Medicine, 14(4), 245–258.

Perry, B. D. (2006). Applying Principles of Neurodevelopment to Clinical Work with Maltreated and Traumatized Children. Working with Traumatized Youth in Child Welfare.

National Child Traumatic Stress Network. (n.d.). Trauma-Informed Schools.

I’d love to hear from others—especially if you've worked in environments that have applied trauma-informed or social-emotional learning practices. What was your experience? What worked or didn’t?

This update blends theory, research evidence, and classroom implications to explore how trauma and

• Shane San Agustin

Social and emotional conditions play a crucial role in shaping learning experiences across various contexts, including higher education, workplace learning, and informal learning in communities. The state of a person's social and emotional well-being can either facilitate or hinder cognitive processes such as memory, attention, and problem-solving. Positive emotions like motivation, self-esteem, and a sense of belonging foster an environment conducive to learning, while negative emotional states such as stress, anxiety, and isolation can act as significant barriers.

In educational settings, the influence of social-emotional learning (SEL) is well-documented. When students feel supported, safe, and understood, they are more likely to engage actively in their learning. Social factors like peer relationships, teacher support, and family involvement are key components. For example, students who experience bullying or social exclusion may struggle to concentrate, engage in school activities, or feel motivated, all of which negatively impact their academic outcomes.

Dorothy Espelage's Research on Bullying and Social-Emotional Conditions
One powerful example of how social-emotional conditions affect learning comes from the work of Dorothy Espelage, who has focused on bullying in schools and its impact on students' emotional and social well-being. Espelage has used the methods of educational psychology to explore the relationship between bullying and student outcomes, showing that bullying can significantly affect academic performance, mental health, and overall development.

Espelage's work suggests that bullying, whether experienced as a victim or a perpetrator, can increase emotional distress, reduce self-esteem, and negatively affect the social dynamics in a school setting. The evidence points to the importance of fostering a safe and supportive environment for students to improve both emotional well-being and academic achievement. Interventions designed to address bullying and enhance SEL programs have shown positive results in improving school climate and student outcomes.

Socio-Behavioral Learning Area of Interest: Mental Health and Academic Achievement
Another area of socio-behavioral learning that stands out to me is the relationship between mental health and academic performance. Mental health issues, including anxiety, depression, and stress, are growing concerns in educational settings, and there is increasing recognition of their impact on students’ ability to learn.

What Does the Evidence Tell?
The evidence consistently shows that mental health difficulties can have a profound effect on learning. For example, students with anxiety disorders often experience difficulty concentrating, excessive worry, and avoidance behaviors that interfere with their ability to engage with academic tasks. Depression can lead to low motivation, difficulty with memory and decision-making, and a lack of interest in school activities, all of which can lower academic performance.

Conversely, positive mental health, including emotional resilience and self-regulation, has been shown to contribute to better learning outcomes. Students who can manage their emotions and stress levels tend to perform better academically and exhibit higher levels of engagement.

Main Concepts to Interpret the Evidence
Emotional Regulation: The ability to manage and respond to emotional experiences in a constructive manner is a key factor in learning. Emotional regulation helps students cope with challenges and maintain focus on their tasks. Interventions that promote emotional regulation, such as mindfulness training or SEL programs, can help mitigate the impact of mental health issues on academic performance.

Cognitive Load: Mental health challenges like anxiety and depression can increase cognitive load—the mental effort required to process information. High cognitive load can impair learning, as the brain is divided between dealing with emotional distress and focusing on academic tasks. Reducing stress and providing supportive environments can ease cognitive load and enhance learning.

Self-Efficacy: The belief in one's own ability to succeed in specific tasks is a strong predictor of academic performance. Mental health issues can lower self-efficacy, leading students to feel incapable of succeeding academically. Building self-efficacy through supportive relationships and interventions can help students overcome these challenges and improve their learning outcomes.

Social Support: Social connections, whether with peers, teachers, or family members, play a significant role in how students cope with mental health issues. A strong support system can buffer the negative effects of mental health challenges on learning. Encouraging collaboration and open communication in educational environments is essential for fostering social support.

Conclusion
In conclusion, both social and emotional conditions have a profound impact on learning. The evidence surrounding bullying and mental health highlights the importance of addressing emotional well-being as part of any educational or learning experience. Concepts like emotional regulation, cognitive load, self-efficacy, and social support are essential for interpreting how social-emotional factors influence learning. Interventions that focus on improving these conditions can help mitigate barriers to learning and promote better academic outcomes. Whether in schools, workplaces, or informal learning settings, fostering positive social-emotional environments is key to facilitating optimal learning.

• Bhavesh Parihar

Social and emotional conditions play a crucial role in learning, as they can either facilitate or hinder the learning process. Positive social and emotional conditions, such as a sense of belonging and emotional support, can foster engagement, motivation, and academic achievement.

On the other hand, negative social and emotional conditions, such as bullying and anxiety, can have severe consequences on students' well-being and learning outcomes. Dorothy Espelage's work on bullying at school highlights the importance of addressing social-emotional conditions in educational settings.

Update:

Title: The Impact of Mindfulness on Academic Achievement and Well-being

In this update, I explore the impact of mindfulness on academic achievement and well-being. Mindfulness has been shown to improve attention, reduce stress and anxiety, and promote emotional regulation. I discuss the evidence supporting the use of mindfulness in educational settings and provide examples of mindfulness-based interventions that can be implemented in classrooms.

Main Concepts:

1. Mindfulness: Mindfulness refers to the practice of being present in the moment, without judgment or distraction.
2. Emotional Regulation: Emotional regulation refers to the ability to manage and regulate one's emotions, which is critical for academic achievement and well-being.
3. Academic Achievement: Academic achievement refers to the attainment of knowledge, skills, and competencies in academic subjects.

References:

Hölzel, B. K., Lazar, S. W., Gard, T., Schuman-Olivier, Z., Vago, D. R., & Ott, U. (2011). Mindfulness practice leads to increases in regional brain matter density. NeuroImage, 56(1), 338-344.

Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools: A systematic review and meta-analysis. Frontiers in Psychology, 5, 603.

• Natin Nayan

Social emotional development is intended so that children have self-confidence, socialization skills, and have skills in controlling emotions, by having the ability to control social emotional students can interact well, which of course can support their daily lives both within the scope of school and in the community. So that we can understand simply when there are problems that risk the social and emotional conditions of participants, it will also have an impact on the learning process that takes place at school. Research conducted by (Tanfidyah, 2022) explained that emotional conditions affect children's readiness for learning. The emotional condition in question is a sense of tension, experiencing conflict, anxiety and others, this will have an impact on the mood of students, and learning outcomes (academic).

Here is a picture of the cases highlighted in the aftermath of the crisis of social emotional development, namely the increase in cases of juvenile delinquency, such as bullying, brawls, drug abuse, early pregnancy, stress anxiety, and suicide cases.

Therefore, when someone is able to manage emotions, understand themselves, empathize with others, and skillfully communicate something, interact, competent in problem solving, and decision making. A person will be wiser, avoid various cases of social deviance, and be less resilient to stress despite external pressures, as well as how to deal with conflicts, by having these competencies will help children to solve them.


Reference:
Tanfidiyah, N. (2022). Analisis Kondisi Fisik, Mental, Dan Emosi Dalam Kesiapan Dan Proses Belajar Anak. Hibrul Ulama, 4(2), 1-7.

• Naswa Septia

Social and emotional conditions directly affect the process of learning in such a way that learning would be considered distorted or incomplete if it's not wholesome and all-encompassed. By now, we already know that learning requires crucial aspects ranging from cognitive, environmental and also socio-emotional responses for it to be considered successful.

If certain social and emotional conditions are absent from the course of the learning process, especially from middle school learner's through till hugh school and even college, we cannot be certain that full rounded learning has taken place. This is because we are unable to determine the reactions and effects of what has been learnt when it comes to the practicality of it.

• Ifedayo Ajisafe

#2 Denice Hood offers one example of application of educational psychology to counseling in college. What kinds of supplementary supports do learners need? What are the purposes, methods and roles of counseling psychologists as they address the needs of learners?

• Dr. Monika Sindhu

Social and Emotional Learning is an effective way to promote a positive learning towards children and youth. It refers to the process through which individuals learn and apply a set of social, emotional, and related nonacademic skills, attitudes, behaviors, and values that help direct their thoughts, feelings, and actions in ways that enable them to succeed in school, work, and life (Jones et al., 2017). The following are the key concepts to successful Social and Emotional Learning:

Self-Awareness- it involves emotions, personal goals and values about understanding including assessing strengths and limitations of having positive mindset this also require the ability to recognize on thoughts, feelings, and actions are interconnected.

Self-Management- to regulate one's own emotions and behaviors which requires skills and attitudes that facilitate the ability.

Social Awareness- it is to feel compassion for those with different backgrounds or cultures that has ability to understand, empathize.

Relationship Skills- it helps students establish and maintain healthy and rewarding relationships, and to act in accordance with social norms.

Responsible Decision Making- it is about personal behavior and social interactions across diverse settings and learning how to make constructive choices.

References:
- https://link.springer.com/chapter/10.1007/978-3-030-85214-6_3
-https://www.edutopia.org/blog/why-sel-essential-for-students-weissberg-durlak-domitrovich-gullotta

• Alma Agdoro