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).
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.
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.
This issue brief, published by the American Institutes for Research, assists state policymakers in better understanding how social and emotional learning (SEL) can help students to be college and career ready. The brief provides a short description of what SEL is, why it is needed, and what it looks like in practice.
Dymnicki, A., Sambolt, M., & Kidron, Y. (2013). Improving College and Career Readiness by Incorporating Social and Emotional Learning. Washington DC: American Institutes for Research College & Career Readiness and Success Center.
This report, from the Society for Research in Child Development, provides an overview of social and emotional learning (SEL) in schools. It argues for going beyond programmatic approaches to a strategy that integrates SEL into all aspects of educational practice, including academic instruction and school climate.
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), Society for Research in Child Development.
School-Family Partnership Strategies to Enhance Children’s Social, Emotional, and Academic Growth (2011)
This brief, published by the National Center for Mental Health Promotion and Youth Violence Prevention, defines social and emotional learning (SEL), describes the five essential SEL competencies, and presents ways that schools can involve parents in helping their children develop socially and emotionally.
Albright, M. I., Weissberg, R. P., & Dusenbury, L. A. (2011). School-Family Partnership Strategies to Enhance Children’s Social, Emotional, And Academic Growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc.
This CASEL brief outlines similarities and differences between social and emotional learning (SEL) and positive behavioral interventions and supports (PBIS).
Collaborative for Academic, Social, and Emotional Learning (2010). Social and Emotional Learning and Positive Behavioral Interventions and Supports. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
The Illinois Social and Emotional Learning (SEL) Standards: Leading the Way for School and Student Success (2009)
The Illinois Social and Emotional Learning Standards for grades K-12 were the first comprehensive standards for social and emotional learning (SEL) in the U.S. This article describes how the standards were developed and why they are important to students’ school and life success. It describes the Illinois standards and provides guidelines for effective implementation of the standards and of SEL generally.
O’Brien, M.U. & Resnik, H. (2009). The Illinois social and emotional learning (SEL) standards: Leading the way for school and student success. Building leadership: Illinois Principals Association bulletin, 16 (7), 1-5.
7 Compelling Reasons Why Illinois School Leaders Are Putting Social and Emotional Learning (SEL) to Work in Their Schools (2009)
This trifold brochure summarizes the Illinois social and emotional learning standards and encourages educators and others to follow up with training and other resources provided by the authors.
Illinois Children’s Mental Health Partnership, University of Illinois Extension, Collaborative for Academic, Social, and Emotional Learning (CASEL), & Illinois State Board of Education. (2009). 7 Compelling Reasons Why Illinois School Leaders Are Putting Social and Emotional Learning (SEL) to Work in Their Schools. Chicago, Springfield: Authors.