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.
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).
Development and Implementation of Standards for Social and Emotional Learning in the 50 States: A Brief on Findings from CASEL’s Experience (2016)
There is growing momentum across the country to support statewide implementation of social and emotional learning (SEL) in preschool through high school. This brief reports how many states have developed learning standards to support SEL. The brief notes commonalities in the process states have used and shares some of the lessons CASEL has learned.
Dusenbury, L. & Weissberg, R. P. Development and Implementation of Standards for Social and Emotional Learning in the 50 States: A Brief on Findings from CASEL’s Experience. Chicago: Collaborative for Academic, Social, and Emotional Learning.
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.
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.
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 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.
This CASEL brief summarizes findings from CASEL’s scan of state SEL standards, which reviewed the research literature on learning standards generally to identify key components of high-quality standards and assessed the status of each state in developing well-articulated learning standards for social and emotional learning (SEL), preschool through high school. The brief also provides recommendations to support development of high-quality SEL standards, including examples from states identified as part of CASEL’s State Scan.
Dusenbury, L., Weissberg, R. P., Goren, P., & Domitrovich, C. (2014). State standards to advance social and emotional learning: Findings from CASEL’s state scan of social and emotional learning standards, preschool through high school, 2014. Chicago: Collaborative, for Academic, Social, and Emotional Learning.
CASEL co-developed this guide to creating school-community partnerships that support educational success for all students, particularly those most in need. The National School Boards Association headed the consortium that developed the guide.
National School Boards Association. (2014). Partnership Not Pushouts. A Guide for School Board Members on Community Partnerships for Student Success. Washington, DC: Author.
This article by CASEL's Roger Weissberg and Jason Cascarino appeared in the October 2013 issue of Phi Delta Kappan. The theme of the issue was social and emotional learning.
Weissberg, R. P. & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 95(2): 8-13.
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.