• Book

    Handbook of Social and Emotional Learning: Research and Practice (2015)

    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.



  • Guide/Tool/Artifact

    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.



  • Guide/Tool/Artifact

    Are You Ready to Assess Social and Emotional Development? (2015)

    This suite of tools is available on the American Institutes for Research website. It consists of three downloadable documents that offer guidelines on how to improve and assess students’ social and emotional development.


    American Institutes for Research. (2015). Are You Ready to Assess Social and Emotional Development? Washington, DC: Author.



  • Report/Issue Brief

    What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL’s Program Reviews (2015)

    This brief uses the CASEL reviews of evidence-based programs to answer the question, “What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?” Specifically, the brief identifies and describes four approaches that have been successfully used to promote social and emotional development in students.


    Dusenbury, L., Calin, S., Domitrovich, C., & Weissberg, R. P. (2015). What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL’s Program Reviews. Chicago: Collaborative for Academic, Social, and Emotional Learning.



  • Report/Issue Brief

    Teaching the Whole Child: Instructional Practices that Support Social and Emotional Learning in Three Teacher Evaluation Frameworks (2014)

    This Research-to-Practice Brief identifies 10 teaching practices that promote social and emotional learning (SEL), which in turn strengthen students’ academic learning. The brief highlights how three popular professional teaching frameworks (CLASS, Danielson, and Marzano) embed practices that influence not only student academic learning but also student social and emotional competencies.


    Yoder, N. (2014). Teaching the Whole Child: Instructional Practices that Support Social and Emotional Learning in Three Teacher Evaluation Frameworks. Washington, DC: American Institutes for Research Center on Great Teachers & Leaders.



  • Article

    Educators’ Social and Emotional Skills Vital to Learning (2013)

    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.



  • Guide/Tool/Artifact

    2013 CASEL Guide: Effective Social and Emotional Learning Programs (Preschool and Elementary School Edition) (2013)

    This guide provides a systematic framework for evaluating the quality of classroom-based social and emotional learning (SEL) programs for the preschool and elementary school levels. It uses this framework to rate and identify well-designed, evidence-based SEL programs with potential for broad dissemination to schools across the United States.


    Collaborative for Academic, Social, and Emotional Learning. (2012). 2013 CASEL Guide: Effective Social and Emotional Learning Programs—Preschool and Elementary School Edition. Chicago, IL: Author.



  • Report/Issue Brief

    Social and Emotional Learning in Schools: From Programs to Strategies (2012)

    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.



  • Report/Issue Brief

    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.



  • Report/Issue Brief

    Social and Emotional Learning for Illinois Students: Policy, Practice and Progress – How Illinois SEL Standards Came to Be and What the State Has Learned Through Putting Them into Practice (2011)

    This report, published by the Institute of Government and Public Affairs at the University of Illinois, provides background and updates on the implementation of social and emotional learning (SEL) statewide in Illinois, including the implementation of the nation’s first comprehensive K-12 standards and benchmarks for SEL.


    Gordon, R., Ji, P. Mulhall, P., Shaw, B., & Weissberg, R.P. (2011). Social and emotional learning for Illinois students: Policy, practice and progress. In: The Illinois Report: 2011. Urbana, IL: Institute for Government and Public Affairs.