10 Years of Social and Emotional Learning in U. S. School Districts
Over 10 years, CASEL examined how districts sustain commitment to SEL over the long term, even as people and contexts within the district change. With shared experiences of participating SEL leaders and our own experiences of partnering with them, we summarized six identified elements for sustaining SEL.
Publication Date: November 2021
Publisher: CASEL
Arizona Social and Emotional Learning Competencies
The purpose of these competencies is to provide Arizona districts, schools, and those that partner with them, a set of desired knowledge, skills, and behaviors that can be used to implement social-emotional learning within schools and classrooms and intentionally incoporate within K-12 content areas.
Publication Date: March 2022
Publisher: Arizona Department of Education
CASEL Guide to Schoolwide SEL
This guide leads school-based teams through a process for systemic SEL implementation. The printable summary offers a compact set of essential tools for use during professional learning or as a quick reference for coaches and SEL team leaders. It includes illustrated overviews of the four focus areas and fundamental resources within each section.
Publication Date: June 2021
Publisher: CASEL
Family Engagement: Strengthening Family Involvement to Improve Outcomes for Children
Family engagement seeks better outcomes for children and families by actively involving them in the different systems that serve them. In this video, Lacy Wood and Rebecca Ornelas discuss how family engagement may improve both academic outcomes and mental health for children.
Publication Date: January 2017
Publisher: American Institutes for Research
Kernels of Practice for SEL: Low-Cost, Low-Burden Strategies
This brief is a resource to analyze widely used SEL programs and provide comprehensive details, transparent information, and cross-program analyses about the various in-school and out-of-school programs that are currently available in U.S. contexts.
Authors: Stephanie Jones, Rebecca Bailey, Katharine Brush, and Jennifer Kahn
Publication Date: December 2017
Publisher: Wallace Foundation
Making SEL Assessment Work: Ten Practitioner Beliefs
Belief statements are supported with deeper explanations of each belief as well as a rationale based in research. Actions are outlined to guide carrying out the belief statements, and each section ends with reflection questions.
Author: Courtney Franklin, Heather Hirsch, Brenda McLaughlin, and Susan Ward-Roncalli
Publication Date: November 2019
Publisher: American Institutes for Research
Navigating SEL from the Inside Out Looking Inside and Across 33 Leading SEL Programs: A Practical Resource for Schools and OST Providers
This report was designed to help schools and program leaders look inside different programs and see what makes them different from one another, to help choose the program that best suits their needs. It addresses 33 SEL programs with identifying and summarizing key features and attributes for preschool and elementary-age children.
Authors: Stephanie Jones, Katharine Brush, Thelma Ramirez, Zoe Xinyi Mao, Michele Marenus, Samantha Wettje, Kristen Finney, Natasha Raisch, Nicole Podoloff, Jennifer Kahn, Sophie Barnes, Laura Stickle, Gretchen BrionMeisels, Joseph McIntyre, Jorge Cuartas, and Rebecca Bailey
Publication Date: July 2021
Publisher: Wallace Foundation
School Climate and Social and Emotional Learning The Integration of Two Approaches
This brief reviews research on how positive school climates support SEL and how improved SEL contributes to improved school climate in elementary and secondary schools. The brief discusses school climate, SEL, and blended models that have effects on school climate and social and emotional competence.
Publication Date: January 2018
Publisher: Penn State University
Teacher and Principal Perspectives on Social and Emotional Learning in America's Schools Findings from the American Educator Panels
This report presents findings from nationally representative samples of teachers and principals surveyed for the RAND Corporation's web-based American Educator Panels. These educators responded to questions addressing their beliefs about the importance and value of SEL in schools, their approaches to promoting and measuring SEL, and their opinions regarding supports for improving SEL.
Authors: Laura Hamilton, Christopher Joseph Doss, and Elizabeth Steiner
Publication Date: 2019
Publisher: RAND Corporation
Teaching Social-Emotional Competencies within a PBIS Framework
This brief describes how school personnel can teach social-emotional competencies within a PBIS framework to support systematic, schoolwide implementation through one system, rather than trying to improve student outcomes through separate, competing initiatives.
Authors: Susan Barrett, Lucille Eber, Kent McIntosh, Kelly Perales, and Natalie Romer
Publication Date: April 2018
Publisher: Center on PBIS, University of Oregon
Trauma-Sensitive Schools and Social and Emotional Learning: An Integration
This brief examines how TSS and SEL can be incorporated and expanded through shared understanding and vision, a readiness to incorporate approaches, a shift in mindsets, joint implementation and evaluation, support of adult SEL, and an enhanced lens to create safe, supportive, and culturally responsive schools that prevent school-related trauma and foster transformative learning.
Authors: David Osher, Kathleen Guarino, Wehmah Jones, and Mara Schanfield
Publication Date: May 2021
Publisher: American Institutes for Research
When Districts Support and Integrate Social and Emotional Learning (SEL) Findings From an Ongoing Evaluation of Districtwide Implementation of SEL
Students need to understand their own skills and abilities, manage their emotions and behavior, communicate effectively, negotiate conflict, care about others, and make responsible decisions. Based on findings from this study and others, even modest investments in SEL can pay off for individuals, schools, and society.
Authors: Kimberly Kendziora and Nick Yoder
Publication Date: October 2016
Publisher: Education Policy Center at American Institutes for Research