The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions (2011)
This review of 213 studies of school-based social and emotional learning (SEL) programs has become one of the most important and frequently cited documents in the SEL field.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011), The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82: 405–432.
Strategies for Social and Emotional Learning: Preschool and Elementary Grade Student Learning Standards and Assessment (2011)
This brief, published by the National Center for Mental Health Promotion and Youth Violence Prevention, provides information and strategies to implement and assess social and emotional learning (SEL) in schools and districts.
Kendziora, K., Weissberg, R. P., Ji, P., & Dusenbury, L. A. (2011). Strategies for Social and Emotional Learning: Preschool and Elementary Grade Student Learning Standards and Assessment. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc.
The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students – Findings from Three Scientific Reviews (2008)
This report summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students. Collectively the three reviews included 317 studies and involved 324,303 children.
Payton, J. W., Weissberg, R. P., Durlak, J.A., Dymnicki, A.B., Taylor, R.D., Schellinger, K.B., & Pachan, M. (2008). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings from Three Scientific Reviews. Chicago: Collaborative for Academic, Social, and Emotional Learning.
This review of 73 programs considered after-school programs that attempted to promote personal and social skills. The personal and social skills targeted in these programs could include one or more skills in such areas as problem-solving, conflict resolution, self-control, leadership, responsible decision-making, and enhancement of self-efficacy and self-esteem.
Durlak, J. A., & Weissberg, R. P. (2007). The Impact of After-School Programs that Promote Personal and Social Skills. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs (2005)
This was CASEL’s first review of social and emotional learning (SEL) programs. The guide identifies 80 currently available programs and singles out 22 of them as “SELect,” i.e., meeting high standards for research and program developer support.
Collaborative for Academic, Social, and Emotional Learning. (2005). Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs. Chicago, IL: Author.
In this groundbreaking book published by Teachers College Press, nationally recognized leaders in education and psychology examine the relationships between social-emotional education and school success — specifically focusing on interventions that enhance student academic learning. Offering scientific evidence and practical examples, this volume points out the many benefits of social-emotional learning programs.
Zins, J. E., Weissberg, R. P., Wang, M. C. & Walberg, H. J (Eds.). (2004). Building Academic Success on Social and Emotional Learning—What Does the Research Say? New York: Teachers College Press.
This issue brief provides an overview of both social and emotional learning (SEL) and service-learning as tools to improve the lives and academic performance of students. It describes how the two practices are interrelated and the research evidence that supports the expanded use of both practices in the classroom.
Fredericks, L. (2003). Making the Case for Social and Emotional Learning and Service-Learning. Chicago, Philadelphia, and Denver: Collaborative for Academic, Social, and Emotional Learning; Mid-Atlantic Regional Educational Laboratory for Students Success; Education Commission of the States.
The first major work to define and describe social and emotional learning, distributed by ASCD, provides sound principles for meeting the challenge of fostering knowledgeable, responsible, and caring students. Multiple authors and experts in the field are represented.
Elias, M. J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., Kessler, R., Schwab-Stone, M.E., & Shriver, T.P. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. Alexandria, VA: ASCD.