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.
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 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.
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.
This article focuses on social and emotional learning as it relates to teachers. It describes promising interventions for promoting teacher competencies and strategies educators can use to help their students master social and emotional skills, attitudes, and behaviors.
Jones, S. M., Bouffard, S. M., & Weissboard, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 94(8), 62-65.
Dr. Kimberly Schonert-Reichl summarizes recent research. 10 minutes.
University of British Columbia