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 video explores classroom practices that make up the best and most effective SEL programs. 6 minutes.
A student and educators at Marcus Garvey Elementary School in Chicago explain social and emotional learning and its impact. 5 minutes.
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.
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.
Dr. Kimberly Schonert-Reichl summarizes recent research. 10 minutes.
University of British Columbia
This comprehensive review surveys the evidence about the effects of home-school partnerships on student and school achievement. It provides a brief history of home-school partnerships, presents evidence-based practices for working with families across developmental stages, and provides an agenda for future research and policy.
Christensen, S.L. & Reschly, A.L. (2010). The Handbook of School-Family Partnerships for Promoting Social Competence. New York: Routledge.
This book provides practical resources for implementing social and emotional learning (SEL) in any K–12 setting. Numerous examples illustrate the nuts and bolts of SEL in supporting students’ mental health, behavior, and academic performance. The book offers a variety of tools and strategies for promoting and monitoring SEL implementation in schools.
Merrell, K. W., & Gueldner, B.A. (2010). Social and Emotional Learning in the Classroom: Promoting Mental Health and Academic Success. New York: Guilford Press.
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.