• Report/Issue Brief

    Development and Implementation of Standards for Social and Emotional Learning in the 50 States: A Brief on Findings from CASEL’s Experience (2016)

    There is growing momentum across the country to support statewide implementation of social and emotional learning (SEL) in preschool through high school. This brief reports how many states have developed learning standards to support SEL. The brief notes commonalities in the process states have used and shares some of the lessons CASEL has learned.


    Dusenbury, L. & Weissberg, R. P. Development and Implementation of Standards for Social and Emotional Learning in the 50 States: A Brief on Findings from CASEL’s Experience. Chicago: Collaborative for Academic, Social, and Emotional Learning.


    Tags: Policy, Standards

  • Report/Issue Brief

    Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning (2015)

    This brief, part of the American Institutes for Research’s “Beyond the Bell: Research to Action in the Afterschool and Expanded Learning Field” series, shares how SEL programs and practices can support the development of employability skills and how after-school and expanded learning settings are an ideal place for this learning to happen.


    American Institutes for Research. (2015). Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning. Chicago: Author.



  • Report/Issue Brief

    What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL’s Program Reviews (2015)

    This brief uses the CASEL reviews of evidence-based programs to answer the question, “What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?” Specifically, the brief identifies and describes four approaches that have been successfully used to promote social and emotional development in students.


    Dusenbury, L., Calin, S., Domitrovich, C., & Weissberg, R. P. (2015). What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice? A Brief on Findings from CASEL’s Program Reviews. Chicago: Collaborative for Academic, Social, and Emotional Learning.



  • Report/Issue Brief

    Teaching the Whole Child: Instructional Practices that Support Social and Emotional Learning in Three Teacher Evaluation Frameworks (2014)

    This Research-to-Practice Brief identifies 10 teaching practices that promote social and emotional learning (SEL), which in turn strengthen students’ academic learning. The brief highlights how three popular professional teaching frameworks (CLASS, Danielson, and Marzano) embed practices that influence not only student academic learning but also student social and emotional competencies.


    Yoder, N. (2014). Teaching the Whole Child: Instructional Practices that Support Social and Emotional Learning in Three Teacher Evaluation Frameworks. Washington, DC: American Institutes for Research Center on Great Teachers & Leaders.



  • Report/Issue Brief

    State Standards to Advance Social and Emotional Learning (2014)

    This CASEL brief summarizes findings from CASEL’s scan of state SEL standards, which reviewed the research literature on learning standards generally to identify key components of high-quality standards and assessed the status of each state in developing well-articulated learning standards for social and emotional learning (SEL), preschool through high school. The brief also provides recommendations to support development of high-quality SEL standards, including examples from states identified as part of CASEL’s State Scan.


    Dusenbury, L., Weissberg, R. P., Goren, P., & Domitrovich, C. (2014). State standards to advance social and emotional learning: Findings from CASEL’s state scan of social and emotional learning standards, preschool through high school, 2014. Chicago: Collaborative, for Academic, Social, and Emotional Learning.



  • Report/Issue Brief

    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/.



  • Report/Issue Brief

    Aligning Preschool through High School Social and Emotional Learning Standards – A Critical and Doable Next Step (2013)

    This CASEL brief calls for an alignment of birth to preschool and K-12 state standards for social and emotional learning (SEL). It presents overviews of SEL competencies and state standards and includes examples of aligned SEL standards in two states, Illinois and Pennsylvania, that have been leaders for the field. The brief concludes with recommendations for aligning SEL and academic standards and general guidelines for developing state SEL standards.


    Zinsser, K. M., Weissberg, R. P., & Dusenbury, L. (2013). Aligning Preschool through High School Social and Emotional Learning Standards: A Critical and Doable Next Step. Chicago: Collaborative for Academic, Social, and Emotional Learning.



  • Report/Issue Brief

    Improving College and Career Readiness by Incorporating Social and Emotional Learning (2013)

    This issue brief, published by the American Institutes for Research, assists state policymakers in better understanding how social and emotional learning (SEL) can help students to be college and career ready. The brief provides a short description of what SEL is, why it is needed, and what it looks like in practice.


    Dymnicki, A., Sambolt, M., & Kidron, Y. (2013). Improving College and Career Readiness by Incorporating Social and Emotional Learning. Washington DC: American Institutes for Research College & Career Readiness and Success Center.



  • Report/Issue Brief

    Social and Emotional Learning in Schools: From Programs to Strategies (2012)

    This report, from the Society for Research in Child Development, provides an overview of social and emotional learning (SEL) in schools. It argues for going beyond programmatic approaches to a strategy that integrates SEL into all aspects of educational practice, including academic instruction and school climate. 


    Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), Society for Research in Child Development.



  • Report/Issue Brief

    School-Family Partnership Strategies to Enhance Children’s Social, Emotional, and Academic Growth (2011)

    This brief, published by the National Center for Mental Health Promotion and Youth Violence Prevention, defines social and emotional learning (SEL), describes the five essential SEL competencies, and presents ways that schools can involve parents in helping their children develop socially and emotionally.


    Albright, M. I., Weissberg, R. P., & Dusenbury, L. A. (2011). School-Family Partnership Strategies to Enhance Children’s Social, Emotional, And Academic Growth. Newton, MA: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center, Inc.