Our lab was founded by Dr. Juyeon Lee after she joined the faculty at the University of Hong Kong in 2022.
Since then, the lab has gradually grown to include a multidisciplinary and international group of researchers and practitioners from diverse backgrounds, regions, and institutions. We actively collaborate with local community partners across East Asia and international experts.
About Us
Our lab name stands for Social-Emotional Learning for Adults and Students In Asia and beyond (+)
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Copyright © 2024-2026 Juyeon Lee. All Rights Reserved.
Copyright © 2024-2026 Juyeon Lee. All Rights Reserved.
Copyright © 2024-2026 Juyeon Lee. All Rights Reserved.
Social-Emotional Learning (SEL) is an intervention approach aimed to foster social-emotional competence in individuals and to cultivate socially and emotionally safe and nurturing environments (find more about SEL at casel.org). Our research primarily focuses on understanding the factors, mechanisms, and contexts that make SEL effective, sustainable, and equity-enhancing in real-world practice settings.​​​
Adults and Students can both benefit from SEL. Our research extends beyond SEL for children and adolescents alone. We are particularly interested in SEL for adults in family and school contexts, because their social-emotional competence can directly shape the conditions for young people to develop, learn, and thrive. We also believe that SEL has the potential to benefit other helping professionals and care providers, supporting both their own well-being and their ability to create positive environments for others.
In Asia and beyond (+), there is a growing interest in and demand for school-based SEL as a way to prevent various youth mental and behavioral health problems, to promote youth well-being and well-rounded development, and to create a more positive school climate. Our research endeavors to advance the emerging SEL literature in Asia and enrich global scholarship through culturally grounded and cross-cultural research.
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Through our work, we aim to bridge the research-practice gap and cultivate more caring, inclusive, and equitable developmental environments, where all children have the opportunity to thrive and reach their full potential.
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Through our work, we aim to bridge the research-practice gap and cultivate more caring, inclusive, and equitable developmental environments, where all children have the opportunity to thrive and reach their full potential.
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Through our work, we aim to bridge the research-practice gap and cultivate more caring, inclusive, and equitable developmental environments, where all children have the opportunity to thrive and reach their full potential.
Through our work, we aim to bridge the research-practice gap and cultivate more caring, inclusive, and equitable developmental environments, where all children have the opportunity to thrive and reach their full potential.
Through our work, we aim to bridge the research-practice gap and cultivate more caring, inclusive, and equitable developmental environments, where all children have the opportunity to thrive and reach their full potential.
Through our work, we aim to bridge the research-practice gap and cultivate more caring, inclusive, and equitable developmental environments, where all children have the opportunity to thrive and reach their full potential.
References
Collaborative for Academic, Social, and Emotional Learning [CASEL]. (n.d.). What Is SEL? https://casel.org/what-is-sel/
Durlak, J. A., Mahoney, J. L., & Boyle, A. E. (2022). What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents: A review of meta-analyses and directions for future research. Psychological Bulletin, 148(11-12), 765–782. https://doi.org/10.1037/bul0000383
About
Our lab name stands for Social-Emotional Learning for Adults and Students In Asia and beyond+.
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About
Our lab name stands for Social-Emotional Learning for Adults and Students In Asia and beyond+.
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