Anxiety

[Name of the Student- Mandeep Singh]

[Student ID- S00354555]
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Table of Contents
1. Annotated Bibliography...........................................................................................................4
1.1 Article One........................................................................................................................4
1.1.1 Reference...................................................................................................................4
1.1.2 Summary....................................................................................................................4
1.2 Article Two.......................................................................................................................5
1.2.1 Reference...................................................................................................................5
1.2.2 Summary....................................................................................................................5
1.3 Article Three.....................................................................................................................6
1.3.1 Reference...................................................................................................................6
1.3.2 Summary....................................................................................................................6
1.4 Article Four.......................................................................................................................7
1.4.1 Reference...................................................................................................................7
1.4.2 Summary....................................................................................................................8
2. Report....................................................................................................................................10
2.1 Introduction.....................................................................................................................10
2.2 Educational Context and Learner’s Characteristics........................................................10
2.2.1 Rationale of HPE.....................................................................................................10
2.2.2 Aims and Objectives................................................................................................10
2.3 Teaching and Learning Strategies Implemented.............................................................11
2.3.1 Description and Process Diagram............................................................................11
2.3.2 Innovation of the Approach.....................................................................................12
2.3.3 Impact on Student’s Learning..................................................................................13
2.3 Efficacy of the Strategy...................................................................................................13
2.4 ICT-based Assessment of Students.................................................................................14
2.5 Conclusion......................................................................................................................14
References......................................................................................................................................15
 3

1. Annotated Bibliography
1.1 Article One
1.1.1 Reference
Baek, S., Dyson, B., Howley, D., & Shen, Y. (2024). Promoting an equity-based approach
for social and emotional learning in physical education teacher education: international teacher
educators’ perspectives. Sport, Education and Society, 29(1), 74-88.
https://www.tandfonline.com/doi/abs/10.1080/13573322.2022.2107504

1.1.2 Summary
 Pedagogical Approach for Addressing Anxiety in the Classroom: Baek et al. (2020)
stress the need to develop and support an equity-focused Social and Emotional Learning
(SEL) frame the physical education teacher education (PETE). These approaches
demonstrated lessons, such as acknowledging differences with culturally responsive
pedagogy, being conscious of diversity across the process, developing emotional
intelligence to be more critical of self and others, and communicating inconvenient
messages. The holistic approach works to establish egalitarian and nurturing grounds that
take into consideration the socio-emotional well-being of learners which directly correlates
with the reduction of negative emotions such as anxiety in school.
 Comparison and Contribution: This research article endeavours to highlight the
necessity of incorporating SEL policies based on equity in the teacher education programs
for physical education. This unique perspective is very useful in the entire area of the
research. It makes the knowledge provided by Jones et al.in their work on SEL principles
(2019) effective by enunciating the practical ways in which these principles can be applied
to the education system. Furthermore, as pointed out by Hurd et al. (2021), the need to
provide tools for SEL practices through the lens of equity, concurrent with the equity-
based approach, which was recommended by Baek et al. (2020), is highly stressed.
 Reason for Selection: The article of Baek et al. (2020) was selected for its distinctive look
at the point of view of teacher trainers in instruction equity- founded SEL for physical
education brought out the value of the diversity-sensitive methods. From the international
perspectives of teacher educators, combined with this article, our comprehension of how
 4

SEL can be practised in PETE programs to help both anxiety and social-emotional well-
being, is reinforced. Read More By integrating sustainable practices into product
lifecycles, it is possible to ensure a responsible and holistic approach towards
environmental sustainability.
 Reflection: The study by Baek et al. (2020) reveals the importance of integrating different
perspectives in SEL practices since there is a growing belief that thoughtful approaches
that resonate with diverse cultures are the most appropriate ones when it comes to
preventing anxiety and teaching empathy. They put a lot of emphasis on implementing
equity-oriented strategies to ensure that the whole student population feel accepted and
there is barely any anxiety experienced. As a result, students will enjoy learning thus
promoting their academic performance.

1.2 Article Two

1.2.1 Reference
Jones, S. M., McGarrah, M. W., & Kahn, J. (2019). Social and emotional learning: A
principled science of human development in context. Educational Psychologist, 54(3), 129-143.
https://www.tandfonline.com/doi/full/10.1080/00461520.2019.1625776

1.2.2 Summary
 Pedagogical Approach for Addressing Anxiety in the Classroom: Jones et al. (2019)
give an insightful summary of the science of social and emotional learning (SEL), in
particular, the fact that personal, social and cognitive development are inseparable
components. They stress on positive and interactive environment and consider various
experiences in order to build these talents. They mention that acknowledging the
relationship between these fields implies that by encouraging positive interactions and
offering stimulating activities one can deal with the deficit of attention in the educational
sphere.
 Comparison and Contribution: It is important to emphasise the fact that this essay forms
a part of other studies done in the SEL area by introducing a complete version of the
framework and synthesising some of the most crucially studied areas of research in SEL. It
 5

generically presents knowledge elements that serve as the basis of understanding the ideas
behind good SEL practices. This is in consonant with studies like that of Baek et al. (2020)
which are primarily interested in the implementation of SEL programs by providing a
theoretical foundation for SEL initiatives. Moreover, Hurd et al. (2021), while
underscoring this, posits that there’s a need to scrutinise SEL techniques using an equity-
laced lens, meaning that this would serve to complement Jones et al. (2019), who has
proposed a comprehensive SEL framework that’s both inclusive and culturally responsive.
 Reason for Selection: The concept has been noted for its consequential improvements on
the SEL course. The following article aims to build the theoretical model as a background
for uncovering the relationship between social, emotional, and cognitive development,
along with teaching approaches that are most effective. For instance, the description of
SEL principles given by Jones et al. (2019) forms an excellent inspirational guide for
educators and researchers who are committed to designing and implementing SEL
programs tailored to the needs of students suffering from anxiety, with an aim of creating a
safe and supportive environment for their mental well-being in schools.
 Reflection: The article by Jones et al. (2019) pinpointed that the creation of pedagogical
methods was critical in order to take into account the full development of humans inside
them and consequently to deal with anxiety and improve socio-emotional well-being.
Through grounds of the social, emotional, and cognitive domains as correlated, thus this
article reveals the importance of wholesome SEL programs that create favourable
relationships and offer meaningful characteristics and learning background to students
Applications of this approach into education can, in turn, make the learning process more
pleasant and beneficial for students.

1.3 Article Three

1.3.1 Reference
Hurd, E., Brinegar, K., & Harrison, L. (2021). Equity-based social-emotional learning
(SEL): A critical lens for moving forward. Middle School Journal, 52(3), 2-3.
https://www.tandfonline.com/doi/full/10.1080/00940771.2021.1893994
 6

1.3.2 Summary
 Pedagogical Approach for Addressing Anxiety in the Classroom: Hurd et al. (2021)
contribute the concept of equity-centered social-emotional learning (SEL) programs to
pre-K -12 classrooms. They create such questions - Are the current SEL standards
effective or not? And calls for an analysis of learning practices against the lenses of equity
to be done. SEL programs can be balanced by shifting the focus towards the equity SEL
practice as these support the call for diverse learning environments which cater for the
customised socio-emotional needs of the student.
 Comparison and Contribution: The contributions which have been made to the research
through this article have been focused on the issue associated with an equity lens
viewpoint. SEL instruction operates as a partner of the research of Baek et al. (2020)
which offers techniques for teaching equity-based SEL, by applying a critical approach
towards present SEL living standards and curriculum practices. Also, it can be seen that
Katz et al. (2019) encourage the incorporation of SEL into teacher education curriculums,
which could build up on the beliefs of Hurd et al. (2021) regarding critical redesigning of
pedagogical practices that ultimately promote social and emotional well-being.
 Reason for Selection: However, being aimed at reflecting how SEL can be used for
equality and criticality in learning, this article will aim at identifying the gaps in the SEL
standards and the critical of highlighting them. Hurd et al.'s (2021) consideration of equity
places their work within the overarching movement to support students culturally and
underscores the great importance of cultural and equity orientation in the SEL curriculum.
 Reflection: The study by Hurd et al. (2021) on equity-based SEL stresses the necessity of
scrutinising the SEL programs to determine if they work and residential have the ability to
help reach those who experience anxieties and socio-emotional health difficulties among
teachers and students in school. Through showing the emphasis on a critical approach to
pedagogical practices, this scholar highlights that, in our times, reflection and
improvement are infinitely preceded by the idea of creating a new world for children of
different ethnic and cultural backgrounds.
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1.4 Article Four

1.4.1 Reference
Katz, D., Mahfouz, J., & Romas, S. (2020). Creating a foundation of well-being for
teachers and students starts with the SEL curriculum in teacher education programs. Northwest
Journal of Teacher Education, 15(2), 5. https://pdxscholar.library.pdx.edu/nwjte/vol15/iss2/5/

1.4.2 Summary
 Pedagogical Approach for Addressing Anxiety in the Classroom: According to the
study conducted by Katz et.al. (2020) introducing Social and Emotional Learning (SEL)
curriculum into teacher education programs is the first priority in reducing teacher stress
and burnout levels. These studies underscore the significance of equipping teachers with
the relevant knowledge and skills so as to check the emotional stimulation of their
learners. The program's mission is to intertwine SEL with teacher’s education programs to
ensure that educators are provided with the appropriate pedagogical approaches to address
anxiety and other emotional barriers and thus, advance the quality of students’ emotional
well-being in the classrooms.
 Comparison and Contribution: This article contributes to the field inquiry that centres
on the role of teacher education programs in preparing teachers to tackle anxiety and
promote social-emotional well-being. It is an extension of the theory put up by Jones et al.
(2019), which gives first-hand information on the SEL construct, mainly the
prekindergarten SEL curriculum. Also, Baek et al. (2020) emphasise teachers' mentality as
well as teachers' educators’ role in building equity-based SEL that should be part of
designing a curriculum which cooperates with equality, culture and responsiveness.
 Reason for Selection: The article to be chosen is discussed as it reports on the influence
of SEL as an integral part of teacher education courses on student's SEL skills. The article
sheds light on how educators can be equipped with the necessary pedagogical techniques
to support the students' emotional/social needs. Katz et al.’s (2020) emphasis on the SEL
in teacher preparation programs coincides with the increasing agreement on SEL
importance though their work also highlights the fact that for better results teacher
programs especially in addressing anxiety and socio-emotional well-being call for a
holistic curriculum.
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 Reflection: Katz et al. (2020) emphasise including SEL in teacher education programs
thereby illustrating the significance of enabling educators with the tools and knowledge to
deal with anxiety the way it should be and fostering emotional well-being that will be
evident in the classroom starting from day one. Through advocating for SEL curriculum
integration in the early learning period, this article highlights the proactive approach key in
the identification of teachers who can support the integral growth of their students, whose
significance in a better learning environment is undeniable.
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2. Report
2.1 Introduction
The social and emotional learning (SEL) plan implementation with a culturally responsive
pedagogy is a fundamental factor for the production of a learning context that is inclusive. By
creating a flexible generalisation framework, this strategy allows more effective education of all
students, including those with higher competencies, through diverse approaches and experiences.

2.2 Educational Context and Learner’s Characteristics

2.2.1 Rationale of HPE
In relation to the PDHPE (Personal Development, Health, and Physical Education) course,
the Grade 4 course plans to provide students with the knowledge, skills, worth and attitudes that
would enable them to live a healthy, secure and active life (NESA, 2020). A syllabus will cover
the development of personal identity, building resilience, and respect in relationships together
learning the fundamental moves and gaining the ability to a confident activity participation (Katz
et al., 2020).

2.2.2 Aims and Objectives

PDHPE in K-10 aims at equipping students with the paraphernalia of knowledge,
understanding, skills, values, and attitudes that they need in order to foster, as well as maintain a
healthy, safe, and active approach to life (NESA, 2020).

At the end of this, students should be able to:

 Recognises how contextual factors influence attitudes and behaviours and proposes
strategies to enhance health, safety, well-being and participation in physical activity (PD4-
6).
 Propose and develop protective strategies to effectively manage their own personal health,
safety and well-being (ACPPS073).
 Plan and use health practices, behaviours and resources to enhance the health, safety,
wellbeing and physical activity participation of their communities (ACPPS077) (NESA,
 10

2020).
 Read and clarify the rules, enforcing health, safety, well-being, and participation in
physical activity in the act.

2.3 Teaching and Learning Strategies Implemented

2.3.1 SEL and Teaching Strategies
SEL is a very complex concept that includes a number of social and emotional abilities
like empathy, resilience, and the ability to interact with others in a responsible way (Jones et al.,
2019). Baek et al (2024) stress the necessity of culturally responsive pedagogy for achieving
equity-oriented SEL and propose variegated tactics, such as emphasising differences and treating
diversity with respect within diverse learning settings. Probably according to Katz et al. (2020),
the SEL curriculum can be integrated into a teacher education program, which attempts to solve
two issues at a time. One is the shortcoming that teachers are not well equipped to deal with the
socio-emotional development of students. Hurd et al. (2021) call for the adoption of an equity
approach in SEL which status the urgent need for the evaluation of educational policies to
determine its inclusiveness and fairness aspect.
While such strategies are prompted by involving different students, the broader aim is to
create an inclusive environment where learners of diverse racial, ethnical, and cultural
backgrounds feel appreciated and supported (in reference to Baek et al., 2024). It can be seen
through culturally responsible pedagogy that it gives educators the ability to personalise
instruction to every child by adapting teaching techniques to the specific needs of diverse
youngsters. It spreads opportunities for all the students. Furthermore, weaving SEL into teacher
education programs is likely to be a factor that equips teachers to address the socio-emotional
conditions of all schoolchildren (Katz et al., 2020). These strategies, such as encouraging peer-to-
peer dialogue and inclusive classrooms help the students to have a better socio-emotional well-
being, while facilitating their academic progress (Hurd et al., 2021).
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Figure 1: SEL.
Source: Press et al., 2022.

2.3.2 Description and Process Diagram

The strategy of “culturally responsive pedagogy" and the role it plays in social and
emotional learning (SEL) is highlighted in Baek et al. (2020). It is in alignment with other studies
in the literature (Press et al., 2022; Hoffmann et al., 2020; Wallace et al., 2020; Atit & Rocha,
2021). While extensive exposure to technology and its various applications, culture can be seen as
the identity component of society (Atit & Rocha, 2021).
 12

Supply the teachers with resource Hold frequent class sessions where
Evaluate cultural diversity shown by the materials and learn techniques used to students will be given constant support,
student body of the campus. integrate the culture into the classroom as well as will be encouraged to practice
curriculum. teamwork.

Conduct research and incorporate the Summon a range of strategies for SEL Present SEL activities that are born from
use of culturally relevant SEL learning that help teachers make a meaningful different cultures and incorporate
resources and contents. use of cultural elements while teaching. people's stories into the discussions.

School teachers need to be taught on Allow people to express themselves and

Use them re-developing earlier SEL
the value of cultural competence as a discuss their cultural uniqueness and
resources to be culturally competent.
part of SEL. mutual features.

Initiate training on the best practices of

Focus on the alignment with educational
culturally responsive pedagogy for the
standards and learning objectives. Encouraging the students to give from
staff. From 13,500 years ago to the
Students should be familiar with these their own experience and inner
present day, our relationships with the
objectives or standards before the unit reflection.
environment have been intimately
begins.
entangled with our identity as humans.

Figure 2: Process Diagram of Strategy in Baek et al. (2020).

Source: Author.
Among the many teaching strategies mentioned by these papers is the inclusion of well-
being and SEL curriculum into teacher education programs, as suggested by Katz et al. (2020).
This strategy consists of the development of the professional skills of future educators so that they
can help students build their socio-emotional skills. This is in alignment with other studies in the
 13

literature (Camangian & Cariaga, 2022; Mahoney et al., 2021; Romano et al., 2020; Jones et al.,
2019)

Working together with

Integrating SEL coursework
and training into the standard
teacher education
coursework.
schools and all the other
community outfits to develop
real world encounters that
improve student emotional
balance.

By inducing mindfulness,
Introducing training sessions
reflected and self-realized
which involve well-being
approach to personal
enhancement and socio-
wellbeing, as well as the
emotional development.
emotional intelligence.

Integrating SEL concepts into Giving pre-service teachers

practics and field resources they can use to
experiences, while students develop SEL competencies
are educators. along with support.

Figure 3: Process Diagram of Strategy in Katz et al. (2020).

Source: Author.

2.3.4 Innovation of the Approach

The effectiveness and creativity of this approach are mainly dependent on the ability of the
educator to recognise the contributions of different cultures and that they not only be structured to
be sources of wealth but also areas where the student integrates his social-emotional
developmental processes (Wallace et al., 2020; Press et al., 2020).

2.3.5 Impact on Student’s Learning

Therefore, very definitely, this is one of the most important tools in teaching, for it helps a
student to feel that they are part of something together even when cultural differences get in the
way (Jones et al., 2019; Atit & Rocha, 2021; Mahoney et al., 2021). In doing so, an empathetic
position, and values which highlight cultural understanding and respect are promoted but are the
 14

backbones to help achieve more social and emotional competence and well-being of the students
(Wallace et al., 2020). A diverse set of culturally responsive strategies which admire students'
cultural differences, and also relate well with their backgrounds is a prerequisite of utilising the
SEL strategies to make the students succeed in building interconnections with the emotional part
of the learning well. Hence, they ultimately achieve academic life and further personal
development (Atit & Rocha, 2021; Hoffmann et al., 2020).

2.3 Efficacy of the Strategy

It involves developing SEL objectives and materials with the consideration of cultural
measures to result in wide area selection and spacing of students in order to incorporate all of the
academic content (Mahoney et al., 2021). As a matter of fact, arts are an effective tool not only for
lower grades students who are learning the basics of the grammar of reading and writing but also
for advanced and gifted learners who are getting used to the idea that socio-emotional learning is a
special way to apply their skills as well as analyse the deeper human nature’s traits that are
inherent in all the complicated things of life (Camangian & Cariaga, 2022).

2.4 ICT-based Assessment of Students

As ICT-based assessment systems that involve online surveys or interactive learning
platforms become prevalent, teachers can easily get access to a lot of data and analyse them over
time to measure students' progress (NESA, 2020). With an aim of tackling socio-emotional skills
and cultural competence, both Culturally Responsive Pedagogy (CRP) and Integrating well-being
practices and SEL into teacher education programs present strategies compatible with the
outcomes. Examples include the CRP stresses on respecting and feeling empathy for different
backgrounds of students (ACPPS073) and the development of social skills (ACPPS077). In
addition, teacher education that combines SEL with teacher development at different levels
improves teachers' capacity to help students meet their social-emotional needs (ACPPS077) and
they become more sensitive to the need to build an inclusive and secure environment (PD4-6)
(ACECQA, 2019). In addition, these two techniques serve as a platform for the crucial personal
development of students as well as to focus on their life-long skills that allow safe and healthy
living (ACPPS073, ACPPS077) (ACECQA, 2019).
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2.5 Conclusion
In conclusion, culturally appropriate SEL methods represent an impactful model for the
education process, that overcomes cultural stereotyping, bias, and prejudice, by cultivating
sympathy, respect, and understanding between people with various cultural backgrounds. Through
ensuring equitable exposure of all students, open-mindedness, and fairness, this approach
strengthens student involvement while improving the mental well-being of all students.
 16

References

ACECQA (2018). ACECQA. [online] Acecqa.gov.au. Available at: https://www.acecqa.gov.au/.

Atit, K., & Rocha, K. (2021). Examining the relations between spatial skills, spatial anxiety, and
K‐12 teacher practice. Mind, Brain, and Education, 15(1), 139-148.
https://onlinelibrary.wiley.com/doi/abs/10.1111/mbe.12274
Baek, S., Dyson, B., Howley, D., & Shen, Y. (2024). Promoting an equity-based approach for
social and emotional learning in physical education teacher education: international
teacher educators’ perspectives. Sport, Education and Society, 29(1), 74-88.
https://www.tandfonline.com/doi/abs/10.1080/13573322.2022.2107504
Camangian, P., & Cariaga, S. (2022). Social and emotional learning is hegemonic miseducation:
Students deserve humanization instead. Race Ethnicity and Education, 25(7), 901-921.
https://www.tandfonline.com/doi/abs/10.1080/13613324.2020.1798374
Hoffmann, J. D., Brackett, M. A., Bailey, C. S., & Willner, C. J. (2020). Teaching emotion
regulation in schools: Translating research into practice with the RULER approach to
social and emotional learning. Emotion, 20(1), 105.
https://psycnet.apa.org/record/2020-03346-018
Hurd, E., Brinegar, K., & Harrison, L. (2021). Equity-based social-emotional learning (SEL): A
critical lens for moving forward. Middle School Journal, 52(3), 2-3.
https://www.tandfonline.com/doi/full/10.1080/00940771.2021.1893994
Jones, S. M., McGarrah, M. W., & Kahn, J. (2019). Social and emotional learning: A principled
science of human development in context. Educational Psychologist, 54(3), 129-143.
https://www.tandfonline.com/doi/full/10.1080/00461520.2019.1625776
Katz, D., Mahfouz, J., & Romas, S. (2020). Creating a foundation of well-being for teachers and
students starts with the SEL curriculum in teacher education programs. Northwest
Journal of Teacher Education, 15(2), 5.
https://pdxscholar.library.pdx.edu/nwjte/vol15/iss2/5/
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Yoder, N. (2021). Systemic social and emotional learning: Promoting educational
 17

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curriculum/curriculum-syllabuses-NSW/.
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