This brief describes elementary schools’ experiences implementing a safe and healthy recess with the Playworks TeamUp program.
University of California, Santa Cruz & Robert Wood Johnson Foundation. (2017) Building a Culture of Health Through Safe and Healthy Elementary School Recess. Princeton, NJ: Robert Wood Johnson Foundation.
This handout was developed in conjunction with the CASEL scan of state SEL standards. Includes numerous links to examples of standards and practices in selected states.
Dusenbury, L. & Yoder, D. (2016). What are the key features of high-quality standards for SEL? Chicago: Collaborative for Academic, Social, and Emotional Learning.
To Reach the Students, Teach the Teachers: A National Scan of Teacher Preparation & Social and Emotional Learning (2017)
Findings from a nationwide scan of state laws governing teacher education related to SEL and how schools of education have met the requirements. A joint project of the University of British Columbia and CASEL.
Schonert-Reichl, K. A., Kitil, M. J., & Hanson-Peterson, J. (2017). To reach the students, teach the teachers: A national scan of teacher preparation and social and emotional learning. A report prepared for the Collaborative for Academic, Social, and Emotional Learning (CASEL). Vancouver, B.C.: University of British Columbia.
This issue brief, created by The Pennsylvania State University with support from the Robert Wood Johnson Foundation, is one of a series of briefs that address the need for research, practice, and policy on social and emotional learning (SEL). It focuses on basic principles and strategies for effective implementation of SEL in elementary schools.
Dusenbury, L., & Weissberg, R. P. (2017). Social Emotional Learning in Elementary School: Preparation for Success. Edna Bennett Pierce Prevention Research Center, Pennsylvania State University.
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.
This Time, With Feeling: Integrating Social and Emotional Development and College- and Career-Readiness Standards (2017)
The goal of this report is to help educators understand the mutually reinforcing relationship between social and emotional development and ambitious academic goals. Instruction that promotes students’ social and emotional development (SED) facilitates better student outcomes on college- and career-ready (CCR) standards. The converse is also true: Learning environments structured to genuinely meet rigorous standards support the development of students’ social and emotional skills. To promote deeper learning, educators need to make the most of this interconnected relationship, and to approach SED not as an add-on or discrete intervention, but as an integral part of the academic program.
Johnson, H. & Weiner, R. (2017) This Time, With Feeling: Integrating Social and Emotional Development and College- and Career-Readiness Standards. New York: Aspen Institute.
This resource from the U.S. Department of Education provides district and school leaders, teachers, school staff, and other members of the school community with information about how to initiate, implement, and sustain school climate improvements. You can use the guide in combination with the other tools and resources available within the department’s School Climate Improvement Resource Package, including self-assessments to identify which resources would be most helpful to you as well as pointers on how to approach school climate improvements.
U.S. Department of Education, Office of Safe and Healthy Students. (2016). Quick Guide on Making School Climate Improvements. Washington, DC: Author. Retrieved from http://safesupportivelearning.ed.gov/SCIRP/Quick-Guide.
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 research brief examines causes of teacher stress, its effects on teachers, schools, and students, and strategies for reducing its impact.
Greenberg, M. T., Brown J. L. & Abenavoli, R.M. (2016). Teacher Stress and Health Effects on Teachers, Students, and Schools. Edna Bennett Pierce Prevention Research Center: Pennsylvania State University.
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).