Navigating Social and Emotional Learning from the Inside Out Looking Inside and Across 25 Leading SEL Programs: A Practical Resource for Schools and OST Providers (Elementary School Focus) (2017)
This in-depth guide to 25 evidence-based programs—aimed at elementary schools and out-of-school-time providers—offers information about curricular content and programmatic features that practitioners can use to make informed choices about their SEL programs. The guide allows practitioners to compare curricula and methods across top SEL programs. It also explains how programs can be adapted from schools to out-of-school-time settings, such as after-school and summer programs.
Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., McIntyre, J., Kahn, J., Nelson, B., & Stickle, L. (2017) Navigating Social and Emotional Learning from the Inside Out Looking Inside and Across 25 Leading SEL Programs: A Practical Resource for Schools and OST Providers (Elementary School Focus). New York: Wallace Foundation.
This resource was released in April 2017 and will be continually updated. It offers guidance and more than 500 tools and artifacts to implement social and emotional learning districtwide. All are based on and drawn from the actual experience of the 10 districts in CASEL's Collaborating Districts Initiative.
Collaborative for Academic, Social, and Emotional Learning. (2017) District Resource Center. Chicago: Author.
This issue brief, created by The Pennsylvania State University with support from the Robert Wood Johnson Foundation, is one of a series of briefs that address the need for research, practice, and policy on social and emotional learning (SEL). It focuses on basic principles and strategies for effective implementation of SEL in elementary schools.
Dusenbury, L., & Weissberg, R. P. (2017). Social Emotional Learning in Elementary School: Preparation for Success. Edna Bennett Pierce Prevention Research Center, Pennsylvania State University.
Advancing the Science and Practice of Social and Emotional Learning: Looking Back and Moving Forward (2016)
This chapter from the Review of Research in Education summarizes the results of nearly 100 years of research on school-based social and emotional learning (SEL). The chapter begins with a historical summary of theoretical movements and research trends that have led to today’s inclusion of SEL as part of many schools’ curricula, policies, and practices. The chapter identifies design elements and implementation quality characteristics of effective approaches to SEL and provides recommendations for future practice, policy, and research.
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: Education Research—A Century of Discovery, 40(1).
2015 CASEL Guide: Effective Social and Emotional Learning Programs—Middle and High School Edition (2015)
This guide provides a systematic framework for evaluating the quality of social and emotional learning (SEL) programs for middle and high schools. It uses this framework to identify and rate well-designed, evidence-based SEL programs with potential for broad dissemination to schools across the United States.
Collaborative for Academic, Social, and Emotional Learning. (2015). 2015 CASEL Guide: Effective Social and Emotional Learning Programs—Middle and High School Edition. Chicago, IL: Author.
This comprehensive and definitive handbook covers all aspects of research, practice, and policy related to social and emotional learning. The editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. The Handbook explores the conceptual and scientific underpinnings of SEL and its relationship to children's and adolescents' academic success, mental health, and overall well-being, including the roles of school- and district-level leadership, teacher training, and school-family partnerships.
Durlak, J. A., Domitrovich, C. E., Weissberg, R. P., & Gullotta, T. P. (Eds.). (2015). Handbook of Social and Emotional Learning: Research and Practice. New York: Guilford Press.
To help educators, district officials, and other education stakeholders to better access resources from across the federal government related to school climate and discipline, the U.S. Department of Education developed this directory of pre-K-12 school climate and discipline resources. The directory includes titles, electronic links, descriptions, and other relevant information for a range of resources related to research and monitoring, training products and tools, technical assistance centers, federal policy and guidance, and federal initiatives related to school discipline and school climate.
U.S. Department of Education. (2014). Directory of Federal School Climate and Discipline Resources. Washington, D.C.: Author.
2013 CASEL Guide: Effective Social and Emotional Learning Programs (Preschool and Elementary School Edition) (2013)
This guide provides a systematic framework for evaluating the quality of classroom-based social and emotional learning (SEL) programs for the preschool and elementary school levels. It uses this framework to rate and identify well-designed, evidence-based SEL programs with potential for broad dissemination to schools across the United States.
Collaborative for Academic, Social, and Emotional Learning. (2012). 2013 CASEL Guide: Effective Social and Emotional Learning Programs—Preschool and Elementary School Edition. Chicago, IL: Author.
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.
Afterschool Programs that Follow Evidence-Based Practices to Promote Social and Emotional Development Are Effective (2013)
This brief summarizes the ﬁndings from a CASEL research review that indicated that afterschool programs that follow four evidence-based practices are successful in promoting young people’s personal and social development.
Durlak, J. A., & Weissberg, R. P. (2013). Afterschool programs that follow evidence-based practices to promote social and emotional development are effective. In T. K. Peterson (Ed.), Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success (pp. 194-198). Collaborative Communications Group, Washington, D.C. Retrieved from http://www.expandinglearning.org/.