Promoting Conflict Resolution Skills through an Art-Based Social and Emotional Learning (ABSEL) Curriculum

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  In Roundtable Session: Implementing Interventions in Social Emotional Learning

Abstract

This paper presents an Art-Based Social and Emotional Learning (ABSEL) curriculum grounded in theories from developmental science and peace studies. It is designed to build learners’ competencies in conflict resolution and social problem-solving, particularly for addressing intra- and interpersonal conflicts. Drawing from a mixed-methods study with at-risk students in a Northeastern U.S. middle school, it outlines the curriculum’s theoretical foundations, implementation, and empirical outcomes. Using art as both process and product, ABSEL promotes emotional expression, self-awareness, social regulation, and empathy. Findings highlight art’s capacity to reveal student conflicts and strengths, enhance self-regulation and optimism, and complement bullying prevention and inclusive practices by enabling engagement with culturally sensitive issues that may be difficult to address in non-art-based SEL approaches.

Author

• Mousumi De, University of Redlands