The following is a curated list of recommended articles selected by CASEL staff. These resources cover a range of topics to better understand SEL.
Allensworth, E. M., & Hart, H. (2018). How do principals influence student achievement? Chicago, IL: University of Chicago Consortium on School Research.Retrieved from: https://consortium.uchicago.edu/publications/how-do-principals-influence-student-achievement View article.
Domitrovich, C. E., Durlak, J., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: An essential factor for promoting positive adjustment and reducing risk and school children. Child Development, 88, 408-416. doi:10.1111/cdev.12739 View the article.
Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45, 294-309. https://doi.org/10.1007/s10464-010-9300-6 Article available for purchase.
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. View the article.
Eccles, J. S., & Templeton, J. (2002). Extracurricular and other after-school activities for youth. Review of research in education, 26, 113-180. https://doi.org/10.3102/0091732X026001113 Article available with login.
Elias, M. J., O’Brien, M. U., & Weissberg, R. P. (2006). Transformative leadership for social and emotional learning. Principal Leadership, 7, 10-13. View the article.
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredricks, L. et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466-474. doi:10.1037/0003-066X.58.6-7.466 View the article (log-in required).
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 and Robert Wood Johnson Foundation. View the article.
Jennings, P.A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79, 491-525. Article available for purchase.
Jones, S. M., Bouffard, S. M., & Weissbound, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 92, 62-65. View the article.
Kopershock, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86, 643-680. DOI: 10.3102/0034654315626799 Article available for purchase.
Larson, R. W. (2011). Positive development in a disorderly world. Journal of Research on Adolescence, 21, 317–334. https://doi.org/10.1111/j.1532-7795.2010.00707.x Article available for purchase.
McKown, C., Allen, A. M., Russo-Ponsaran, N. M., Johnson, J. K. (2013). Direct assessment of children’s social-emotional comprehension. Journal of Psychological Assessment, 25, 1154-1166. doi:10.1037/a0033435 View the article.
Miller, J. (2015). The power of parenting with social and emotional learning. Huffington Post, April 15, 2015. View the article.
Oberle, E., Domitrovich, C. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education, 46, 277-297. doi:10.1080/0305764X.2015.1125450 Article available for purchase.
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, 40, 644-681. View the article.
Patti, J., Senge, P., Madrazo, C., & Stern, R. S. (2015). Developing socially, emotionally, and cognitively competent school leaders and learning communities. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 438-552). New York, NY: The Guilford Press. Article available for purchase.
Raposa, E. B., Rhodes, J., Stams, G. J. J., Card, N., Burton, S., Schwartz, S., … & Hussain, S. (2019). The effects of youth mentoring programs: A meta-analysis of outcome studies. Journal of Youth and Adolescence, 48, 423-443. Article available for purchase
Schonert-Reich, K. A., Hanson-Peterson, J. L., & Hymel, S. (2015). SEL and preservice teacher education. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 406-421). New York, NY: The Guilford Press. Article available for purchase.
Schonert-Reichl, K. A. (2017). Social and emotional learning and teachers. Future of Children, 27(1), 137-156. View the article.
Sklad, M., Diekstra, R., Ritter, M. D., Ben, J. & Gravesteijn, C. (2012), Effectiveness of school-based universal social, emotional, and behavioral programs: Do they enhance students’ development in the area of skill, behavior, and adjustment? Psychology in the Schools, 49, 892–909. Article available for purchase.
Smith, E. P., Witherspoon, D. P., & Osgood, D. W. (2017). Positive youth development among diverse racial-ethnic children: Quality afterschool contexts as developmental assets. Child Development, 88, 1063-1078. doi:10.1111/cdev.12870 Article available for purchase.
Taylor, R., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88, 1156-1181. DOI:10.1111/cdev.12864 Article available for purchase.
Weaver, L., & Wilder, M. (2013). The 5 dimensions of engaged teaching: A practical guide for educators. (Chapter 1: “Engaged teaching”, pp. 7-20). Bloomington, IN: Solution Tree Press. Article available for purchase.
Weissberg, R. P., & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 52, 8-13. View the article.
Wiglesworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., Tate, K., & Emery, C. (2016). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: A meta-analysis. Cambridge Journal of Education, 46, 347-376. http://dx.doi.org/10.1080/0305764X.2016.1195791 Article available for purchase.
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Collaborative for Academic, Social,
and Emotional Learning (CASEL)
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Chicago, IL 60607-3566
We are committed to a continuous process of learning, examining, and collaboratively refining the understanding of SEL. We are excited to share updates across definitions and our framework to highlight an expanded vision and growing research base for SEL.