June 2016

Monthly Archives

  • Social and Emotional Learning in Schools: From Programs to Strategies

    Social and Emotional Learning in Schools: From Programs to Strategies (2012) Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), Society for Research in Child Development. This report, from the Society for Research in Child Development, provides an overview of social and emotional learning (SEL) in schools. It argues for going beyond programmatic approaches to a strategy that integrates SEL into all aspects of educational practice, including academic instruction and school climate.

  • Social-Emotional Learning Assessment Measures for Middle School Youth

    Social-Emotional Learning Assessment Measures for Middle School Youth (2011) Haggerty, K., Elgin, J., & Woolley, A. (2011). Social-Emotional Learning Assessment Measures for Middle School Youth. Seattle: Social Development Research Group, University of Washington. This report, from the Raikes Foundation, reviews the existing assessment tools used to measure social and emotional well-being of middle school youth.

  • School-Family Partnership Strategies to Enhance Children’s Social, Emotional, and Academic Growth

    School-Family Partnership Strategies to Enhance Children’s Social, Emotional, and Academic Growth (2011) Albright, M. I., Weissberg, R. P., & Dusenbury, L. A. (2011). School-Family Partnership Strategies to Enhance Children’s Social, Emotional, And Academic Growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc. This brief, published by the National Center for Mental Health Promotion and Youth Violence Prevention, defines social and emotional learning, describes the five essential SEL competencies, and presents ways that schools can involve parents in supporting SEL in their children.

  • Making the Case for Social and Emotional Learning and Service-Learning

    Making the Case for Social and Emotional Learning and Service-Learning (2003) Fredericks, L. (2003). Making the Case for Social and Emotional Learning and Service-Learning. Chicago, Philadelphia, and Denver: Collaborative for Academic, Social, and Emotional Learning; Mid-Atlantic Regional Educational Laboratory for Students Success; Education Commission of the States. This issue brief provides an overview of both social and emotional learning (SEL) and service-learning as tools to improve the lives and academic performance of students. It describes how the two practices are interrelated and the research evidence that supports the expanded use of both practices in the classroom.

  • Improving College and Career Readiness by Incorporating Social and Emotional Learning

    Improving College and Career Readiness by Incorporating Social and Emotional Learning (2013) Dymnicki, A., Sambolt, M., & Kidron, Y. (2013). Improving College and Career Readiness by Incorporating Social and Emotional Learning. Washington DC: American Institutes for Research College & Career Readiness and Success Center. This issue brief, published by the American Institutes for Research, assists state policymakers in better understanding how social and emotional learning (SEL) can help students to be college and career ready. The brief provides a short description of what SEL is, why it is needed, and what it looks like in practice.

  • Illinois Social and Emotional Learning Standards

    Illinois Social and Emotional Learning Standards (2005) Collaborative for Academic, Social, and Emotional Learning. (2005). Illinois Social and Emotional Learning Standards. Chicago: Author. This CASEL brief, adapted from the Illinois edition (2005) of Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs (CASEL, 2003), presents the complete Illinois standards and benchmarks for comprehensive K-12 social and emotional learning.

  • Aligning Preschool through High School Social and Emotional Learning Standards – A Critical and Doable Next Step

    Aligning Preschool through High School Social and Emotional Learning Standards – A Critical and Doable Next Step (2013) Zinsser, K. M., Weissberg, R. P., & Dusenbury, L. (2013). Aligning Preschool through High School Social and Emotional Learning Standards: A Critical and Doable Next Step. Chicago: Collaborative for Academic, Social, and Emotional Learning. This CASEL brief calls for an alignment of birth to preschool and K-12 state standards for social and emotional learning. It presents overviews of SEL competencies and state standards and includes examples of aligned SEL standards in two states, Illinois and Pennsylvania, that have been leaders for the field. The brief concludes with recommendations for aligning SEL and academic standards and general guidelines for developing state SEL standards. […]

  • Afterschool Programs that Follow Evidence-Based Practices to Promote Social and Emotional Development Are Effective

    Afterschool Programs that Follow Evidence-Based Practices to Promote Social and Emotional Development Are Effective (2013) Durlak, J. A., & Weissberg, R. P. (2013). Afterschool programs that follow evidence-based practices to promote social and emotional development are effective. In T. K. Peterson (Ed.), Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success (pp. 194-198). Collaborative Communications Group, Washington, D.C. Retrieved from http://www.expandinglearning.org/. This brief summarizes the findings from a CASEL research review that indicated that afterschool programs that follow four evidence-based practices are successful in promoting young people’s personal and social development.

  • The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students – Findings from Three Scientific Reviews

    The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students – Findings from Three Scientific Reviews (2008) Payton, J. W., Weissberg, R. P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings from Three Scientific Reviews. Chicago: Collaborative for Academic, Social, and Emotional Learning. This report summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students. Collectively the three reviews included 317 studies and involved 324,303 children. Executive Summary Full Report

  • The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools

    The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools (2013) Civic Enterprises., Bridgeland, J., Bruce, M., & Hariharan, (2013). The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools. Collaborative for Academic, Social, and Emotional Learning. Chicago: Author. The central message of this national survey, conducted for CASEL by Civic Enterprises and Peter Hart Associates, is that teachers across America understand that social and emotional learning is critical to student success in school, work, and life. Often cited as evidence that educators want and need social and emotional learning in their schools.