The success of Social Emotional Learning (SEL) interventions is thought to rely on teacher social emotional competency, student-teacher relationships, and the readiness of the school environment. From an evolutionary motivational systems perspective, an underlying driver behind these aspects is the motivational state of students and teachers. Providing a foundational framework for supporting SEL development may be a critical differentiating factor in successfully incorporating SEL into curriculum to enhance individual and group-level wellbeing. This article presents compassion as a motivational framework that can be used to support SEL. We review theoretical perspectives and empirical research applying compassion to help regulate emotional experience and provide a series of possible suggestions on how to integrate compassion into classrooms. Specifically, we provide a series of suggestions on how compassion can help with student and staff wellbeing. A compassionate approach to establishing a positive classroom environment and incorporating simple activities adapted from compassion-focused therapy may provide a baseline conducive context in which SEL is accepted and thrives.

社会情感学习 (SEL) 干预的成功被认为依赖于教师的社会情感能力、师生关系和学校环境的准备情况。从进化动机系统的角度来看，这些方面背后的潜在驱动因素是学生和教师的动机状态。提供支持 SEL 发展的基础框架可能是将 SEL 成功纳入课程以提高个人和团体水平福祉的关键差异化因素。本文将同情心作为可用于支持 SEL 的激励框架。我们回顾了应用同情心来帮助调节情绪体验的理论观点和实证研究，并就如何将同情心融入课堂提供了一系列可能的建议。具体来说，我们提供了一系列关于同情心如何帮助学生和员工福祉的建议。建立积极的课堂环境并结合以同情为中心的治疗改编的简单活动的富有同情心的方法可能会提供一个基线有利于 SEL 被接受和茁壮成长的环境。