Archives

  • Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth

    Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth (2014) Hamedani, M. G. & Darling-Hammond, L. (2014). Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth. Palo Alto: Stanford Center for Opportunity Policy in Education (SCOPE). This brief summarizes three case studies, a cross-case report, a research brief, and a technical report about the experience of high schools in Boston, New York City, and San Antonio. Among the key findings: (1) schools focused on SEL provide students with key psychological resources they need to thrive in school; (2) leveraging a whole-school approach to SEL supports students’ social, emotional, and academic needs. To see the full series […]

  • Ready to Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills (2015)

    Ready to Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills Gabrieli, C., Ansel, D., & Krachman, S. B. (2015). Ready to Be Counted: The Research Case for Education Policy Action on Non-Cognitive Skills. Boston: Transforming Education. Many studies have demonstrated that “noncognitive” competencies in children are important predictors of outcomes in their lives as adults. In several cases, the data show that noncognitive skills matter as much as or even more than cognitive or academic skills in predicting positive life outcomes. This working paper maps findings from a number of pivotal studies conducted by leading psychologists, physicians, economists, and education researchers onto a framework organized around nine key topics within the domains of academics, career, and […]

  • Effectiveness of School-Based Universal Social, Emotional, and Behavioral Programs: Do They Enhance Students’ Development in The Area of Skill, Behavior, and Adjustment?

    Effectiveness of School-Based Universal Social, Emotional, and Behavioral Programs: Do They Enhance Students’ Development in The Area of Skill, Behavior, and Adjustment? (2012) Sklad, M., Diekstra, R., Ritter, M. D., Ben, J. & Gravesteijn, C. (2012), Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49(9), 892–909. To answer the question of whether teaching social and emotional skills can help schools extend their role beyond the transfer of knowledge, the authors conducted a meta-analytical review of 75 recently published studies that reported the effects of universal, school-based social, emotional, and/or behavioral (SEB) programs. The interventions had a variety of intended outcomes, but an […]

  • The Economic Value of Social and Emotional Learning.

    The Economic Value of Social and Emotional Learning. (2015) Belfield, C., Bowden, B., Klapp, A., Levin, H., Shand, R., & Zander, S. (2015). The Economic Value of Social and Emotional Learning. New York: Center for Benefit-Cost Studies in Education. This report reviews the available evidence on the economic value of social and emotional learning (SEL). The most important empirical finding is that each of the six interventions under consideration for improving SEL shows measurable benefits that exceed its costs, often by considerable amounts. The aggregate result also shows an average benefit-cost ratio of about 11 to 1 among the six interventions.

  • 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.

  • The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions

    The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (2011) Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011), The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82: 405–432. This review of 213 studies of school-based social and emotional learning programs has become one of the most important and frequently cited documents in the SEL field.

  • The Impact of After-School Programs that Promote Personal and Social Skills (2007)

    The Impact of After-School Programs that Promote Personal and Social Skills (2007) Durlak, J. A., & Weissberg, R. P. (2007). The Impact of After-School Programs that Promote Personal and Social Skills. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. This review of 73 programs considered after-school programs that attempted to promote personal and social skills. The personal and social skills targeted in these programs could include one or more skills in such areas as problem-solving, conflict resolution, self-control, leadership, responsible decision-making, and enhancement of self-efficacy and self-esteem. Executive Summary Full Report