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).
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 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 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.
PBS News Hour: Kindergartners with Good Social Skills Turn into Successful Adults, Study Finds (2015)
This news segment reports on the work of Damon Jones and his colleagues at Penn State University that documented the importance of social and emotional skill development to young people’s success in school and future well-being. 6 minutes.
PBS New Hour. (2015). Published July 16, 2015. Retrieved from http://www.pbs.org/newshour/bb/kindergarteners-good-social-skills-turn-successful-adults-study-finds/.
Students in the Boston public schools speak out on how to build positive relationships between students and teachers. 3.5 minutes.
Student Voice Matters, Boston
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.