CASEL Publications » Articles & Book Chapters

• Below are CASEL's most recent, and most frequently requested articles and book chapters. Publications are listed by title, starting with the most recently published.
• Additional CASEL articles can be found in our Searchable SEL Database. (Select "All CASEL Publications" from the subject dropdown menu.)

1. Social and emotional leaning and successful school performance.
   Zins, J.E., Payton, J.W., Weissberg, R.P., & O'Brien, M.U. (2007). In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), The science of emotional intelligence: Knowns and unknowns. New York: Oxford University Press.
   This chapter defines SEL, explains the similarities and differences between SEL and emotional intelligence, outlines components of effective SEL programs and programming, and specifies known and likely positive outcomes of such programming
2. School-family partnerships and children's social, emotional, and academic learning.
   Patrikakou, E. N., & Weissberg, R. P. (2007). In R. Bar-on, J.G. Maree, & M. J. Elias (Eds.), Educating people to be emotionally intelligent. Heinemann Educational Publishers: Rondebosch.
   This chapter discusses common ways SEL programs involve parents, and highlights some of the strongest SEL programs in this area.
3. Social and emotional learning.
   Zins, J.E., & Elias, M.E. (2006). In G.G. Bear & K.M. Minke (eds.) Children's needs III, p1-13. National Assocation of School Psychologists.
   This book chapter serves as a concise summary of SEL- what it is, why it's needed, how it fits in with systems of supports for students, key components of effective SEL, and the implementation process.
4. Transformative leadership for social-emotional learning.
   Elias, M.E., O'Brien, M.U., and Weissberg, R.P. (2006). Principal Leadership, 7(4), 10-13. This article discusses three essential leadership transformations necessary to achieve success with SEL efforts: vision and courage, beginning and integrating efforts school-wide, and implementing with integrity.
5. Common ground.
   Munro, S., O'Brien, M.U., Payton, J.W., and Weissberg, R.P. (Sept. 2006). Edutopia Magazine.
   Discusses the social, emotional and educational benefits of cooperative learning.
6. Promoting children’s ethical development through social and emotional learning (MS Word).
   Devaney, E., O’Brien, M.U., Tavegia, M., and Resnik, H.(2006). In Fink, D. (Ed.) Doing the right thing: Ethical development across diverse environments: New directions for youth development, No.108. Jossey Bass.
   Describes a schoolwide SEL framework and one school’s journey using this framework to promote its students’ academic, social, and emotional development.
7. The connections between academics and social-emotional learning.
   Elias, M.J., & Arnold, H. (2006). In The educator’s guide to emotional intelligence and academic achievement: Social-emotional learning in the classroom. CA: Corwin Press.
   This chapter describes SEL, and briefly explains eight elements of SEL that create a strong connection with academic learning.
8. Reimagining education: In our dream, social and emotional learning - or "SEL" - is a household term.
   O’Brien, M.U., Weissberg, R.P., and Munro, S.B. (Winter 2005-2006). Green Money Journal, 14(2) No. 57.
   Why invest in SEL? This article offers a vision of education at its best.
9. No emotion left behind.
   Shriver, T. and Weissberg, R.P. (2005, Aug 16). New York Times op-ed.
   " Good grades depend not just on brains, but on hearts…."
10. The scientific base linking social and emotional learning to school success.
    Zins, J.E., Bloodworth, M.R., Weissberg, R.P., and Walberg, H. (2004). In J. Zins, R.P. Weissberg, M. Wang and H.J. Walberg, (Eds.), Building academic success on social and emotional learning: What the research says. New York: Teachers College Press.
    Discusses the relationship between academic learning and social and emotional factors, and summarizes academic outcomes achieved through SEL interventions.
11. School-based prevention: Promoting positive social development through social and emotional learning.
    Greenberg, M. T., Weissberg, R.P., O’Brien, M.U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). American Psychologist, 58(6/7), 466-474.
    The article is the best scientific summary to date of the broad impacts of SEL. It makes a compelling case for school-based prevention, summarizes findings of key studies of comprehensive SEL-based prevention programming, and discusses the role of prevention programs in the context of other school-wide and district-wide practices and policies.
12. Implementation, sustainability, and scaling up of social-emotional and academic innovations in public schools.
    Elias, M. J., Zins, J. E., Graczyk, P. A., & Weissberg, R. P. (2003). School Psychology Review 32(3), 303-319.
    Based on experiences of CASEL and reviews of literature, this article describes the reasons why some schools fail to expand and sustain their SEL efforts , along with steps schools can take to help avoid these common pitfalls.
13. Social-emotional learning in early childhood.
    Denham, S. and Weissberg,R. (2003). In M. Bloom & T. P. Gullotta (Eds.), A blueprint for the promotion of prosocial behavior in early childhood. New York: Kluwer/Academic Publishers.
    A thorough review of research on SEL in early childhood--- why it’s critical and how parents and teachers can promote it.
14. Educational leadership for academic, social, and emotional learning.
    O'Brien, M.U., Weissberg, R.P., & Shriver, T. (2002). In M. J. Elias, H. Arnold & C.S. Hussey (Eds.) EQ + IQ= Best leadership practices for caring and successful schools
    This chapter summarizes what is meant by comprehensive, coordinated, K-12 SEL programming for educational leaders