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Social and Emotional Learning (SEL) is the process through which both students and teachers acquire and effectively apply the same social and emotional competences such as learning to understand and use emotions, set positive goals, establish, and maintain positive relationships and engage in responsible decision making. Most interventions to develop SEL at schools have focused exclusively on students, whereas there is a paucity of research examining teachers’ own social and emotional competences. Current study aimed to address changes in teachers’ and students’ perceptions of social and emotional skills following the Promoting Mental Health at Schools (PROMEHS) program, an intervention targeting both teachers’ and students’ social and emotional competences. Hundred fifty-two Greek teachers from kindergarten to secondary schools completed the Social and Emotional Competence for Teachers (SECTRS) for their social and emotional competences. Teachers also completed the SSIS SEL Brief Scales-Teacher K-12 Form for their 1558 students’ social and emotional competences. Finally, 458 students completed the SSIS SEL Brief Scales-Student Form for their social and emotional competences. Teachers reported moderate changes in their own social and emotional competences. They also reported moderate changes for their students’ social and emotional competences, which were further confirmed by students’ reports. Findings are discussed in terms of teacher training and professional development.

Schools have been identified globally by policy makers as an ideal universal context to promote mental health for all students, to identify students with emerging mental health difficulties, and to target students with emotional and behavioral difficulties. However, studies on multi-informant perceptions of students’ social and emotional competences following the implementation of mental health programs at schools are limited. Current study examined teachers, students and parents’ perceptions of change in students’ social and emotional competences, following the implementation of a school-based intervention program Promoting Mental Health at Schools (PROMEHS). PROMEHS goal was to provide a systematic framework for the development and implementation of an evidence-based universal mental health curriculum at schools, to increase students’, teachers’ and families’ mental health and to support teachers, school leaders and policy makers to integrate mental health promotion into national educational policies effectively. Hundred fifty-two Greek teachers from kindergarten to secondary schools completed the SSIS SEL Brief Scales – Teacher K-12 Form for their 1558 students’ social and emotional competences and 458 students completed the SSIS SEL Brief Scales – Student Form for their own social and emotional competences. In addition, 492 parents completed the SSIS SEL Brief Scales – Parent Form for their children. Teachers reported moderate changes for their students’ social and emotional competences, which were further confirmed by students’ reports, but not by parents. Findings are discussed in terms of plans of action based on multi-informant data.

Il volume costituisce un approfondimento del lavoro teorico ed empirico dell'ultimo Bruner, quello della svolta verso la psicologia culturale.