This report on CASEL's Collaborating Districts Initiative presents key insights from this multiyear effort in 10 large school districts to help integrate social and emotional learning across all aspects of their work.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2017). Key Insights from the Collaborating Districts Initiative. Chicago: Author.
How State Planning for the Every Student Succeeds Act (ESSA) Can Promote Students Academic, Social, and Emotional Learning: An Examination of Five Key Strategies (April 2017)
This brief suggests five ways that policymakers can integrate SEL approaches into their efforts and identifies strategies that have been proposed in several Consolidated State Plans for ESSA funding. These examples are instructive for states as they work to finalize their plans for submission to the U.S. Department of Education.
Gayl, C. L. (2017) How State Planning for the Every Student Succeeds Act (ESSA) Can Promote Students Academic, Social, and Emotional Learning: An Examination of Five Key Strategies. Chicago: Collaborative for Academic, Social, and Emotional Learning (CASEL).
Navigating Social and Emotional Learning from the Inside Out Looking Inside and Across 25 Leading SEL Programs: A Practical Resource for Schools and OST Providers (Elementary School Focus) (2017)
This in-depth guide to 25 evidence-based programs—aimed at elementary schools and out-of-school-time providers—offers information about curricular content and programmatic features that practitioners can use to make informed choices about their SEL programs. The guide allows practitioners to compare curricula and methods across top SEL programs. It also explains how programs can be adapted from schools to out-of-school-time settings, such as after-school and summer programs.
Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., McIntyre, J., Kahn, J., Nelson, B., & Stickle, L. (2017) Navigating Social and Emotional Learning from the Inside Out Looking Inside and Across 25 Leading SEL Programs: A Practical Resource for Schools and OST Providers (Elementary School Focus). New York: Wallace Foundation.
Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward (2016)
This chapter from the Review of Research in Education summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The chapter begins with a historical summary of theoretical movements and research trends that have led to today’s inclusion of SEL as part of many schools’ curricula, policies, and practices. The chapter identifies design elements and implementation quality characteristics of effective approaches to SEL and provides recommendations for future practice, policy, and research.
Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016) Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research in Education: Education Research—A Century of Discovery, 40(1).
The Other Side of the Report Card: Assessing Students’ Social, Emotional, and Character Development (2016)
Grounded in research and in the authors’ work with teachers and administrators, this book offers guidance on retooling report cards to better reflect the whole child, integrating SEL and character development into any schoolwide or districtwide grading system. Resources include guided exercises for analyzing existing report cards, samples and suggested report card designs, tips on improving communication with parents, case studies highlighting common challenges, and testimonials from teachers and students.
Elias, M. J., Ferrito, J. J., & Moceri, D. C. (2016). The Other Side of the Report Card: Assessing Students’ Social, Emotional, and Character Development. Newbury Park, CA: Corwin Press.
This comprehensive and definitive handbook covers all aspects of research, practice, and policy related to social and emotional learning. The editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. The Handbook explores the conceptual and scientific underpinnings of SEL and its relationship to children's and adolescents' academic success, mental health, and overall well-being, including the roles of school- and district-level leadership, teacher training, and school-family partnerships.
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.). (2015). Handbook of Social and Emotional Learning: Research and Practice. New York: Guilford Press.
2015 CASEL Guide: Effective Social and Emotional Learning Programs—Middle and High School Edition (2015)
This guide provides a systematic framework for evaluating the quality of social and emotional learning (SEL) programs for middle and high schools. It uses this framework to identify and rate well-designed, evidence-based SEL programs with potential for broad dissemination to schools across the United States.
Collaborative for Academic, Social, and Emotional Learning. (2015). 2015 CASEL Guide: Effective Social and Emotional Learning Programs—Middle and High School Edition. Chicago, IL: Author.
Many studies have demonstrated that “non-cognitive” competencies in children are important predictors of outcomes in their lives as adults. In several cases, the data show that non-cognitive 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 well-being.
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.
Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth (2014)
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 social and emotional learning (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.
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).
The Missing Piece: A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools (2013)
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.
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.