Examples of Social and Emotional Learning in Elementary Mathematics Instruction

August 20, 2017
CASEL
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Summary

The purpose of this document is to draw on previous reviews of evidence-based programs to identify and describe some of the most common strategies used to promote student SEL.

Within the Collaborating States Initiative many states are developing competencies to articulate goals for what students should know and be able to do in terms of their social and emotional development. An immediate question from stakeholders and constituents is: How can teachers effectively promote or teach social and emotional competence to achieve these goals? Put another way: What do teachers and other adults need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) competencies? CASEL has produced guides to evidence-based programs designed to promote student social and emotional development (CASEL, 2003; CASEL 2013; CASEL, 2015). We believe our reviews of the actual content of evidence-based programs helps inform the answers to the important question of how adults can effectively promote student SEL in the classroom and school. The purpose of this document is to draw on these previous reviews of evidence-based programs to identify and describe some of the most common strategies used to promote student SEL.

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