Resources: Articles

The following is a curated list of recommended articles selected by CASEL staff. These resources cover a range of topics to better understand SEL.

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
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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
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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.
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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
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Elias, M. J., O’Brien, M. U., & Weissberg, R. P. (2006). Transformative leadership for social and emotional learning. Principal Leadership, 7, 10-13.
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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
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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.
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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.
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Jones, S. M., Bouffard, S. M., & Weissbound, R. (2013). Educators’ social and emotional skills vital to learning. Phi Delta Kappan, 92, 62-65.
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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
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Larson, R. W. (2000). Toward a psychology of positive youth development. American Psychologist, 55, 170–183.
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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
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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
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Miller, J. (2015). The power of parenting with social and emotional learning. Huffington Post, April 15, 2015.
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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
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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.
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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.
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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.
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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.
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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
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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
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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.
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Weissberg, R. P., & Cascarino, J. (2013). Academic learning + social-emotional learning = national priority. Phi Delta Kappan, 52, 8-13.
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Wentzel, K. R., & Brophy, J. E. (2014). Motivating students to learn. (4rd Edition). New York: Routledge.
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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.