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).
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).