Reports
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Positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews
Executive
Summary (pdf); Full
report (pdf); California addendum (pdf)
This report summarizes results from three large-scale reviews of research on the impact of SEL programs. This report, made possible with the support of the Lucile Packard Foundation for Children's Health, is one of a series of papers to come out of CASEL’s Meta-Analysis Project. The present report focuses on the impact of SEL on elementary- and middle-school students (it does not include studies of high-school impacts). The report examines the impacts of SEL in school settings among students with early identified emotional or behavioral problems (the “indicated” student population), school settings among students without identified emotional or behavioral problems (the “universal” student population), and in after-school settings.
The California addendum examines emotional health problems, as well as risk and protective factors, among students in California, with an emphasis on San Mateo and Santa Clara counties. It also profiles examples of local programs that effectively promote the healthy development of youth.
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The impact of after-school programs that promote personal and social skills (pdf)
Durlak, J.A. & Weissberg, R.P. (2007).
The first of several reports to come from CASEL's major meta-analysis project. Conducted in collaboration with Joseph Durlak of Loyola University and funded by the W.T. Grant Foundation, this first report describes the strong positive effects after-school programs can have, and the conditions needed to realize these benefits.
The study of implementation in school-based preventive
interventions: Theory, research, and practice (pdf)
Greenberg, M. T., Domitrovich, C. E., Graczyk, P. A., Zins, J. E.
(2005). DHHS Pub. Rockville, MD: Center for Mental Health Services,
Substance Abuse and Mental Health Services Administration.
This report introduces a broad conceptual model of implementation
for school-based prevention programs that includes discussion of
both the factors that affect implementation and the need for implementation
quality monitoring; reviews barriers and suggest strategies that
practitioners and researchers can use to improve implementation
quality; and discusses the implications of implementation for program
developers, researchers, trainers, practitioners, and policymakers.
Academic and social emotional learning (pdf)
International
Bureau of Education, 2003
This booklet, distributed by UNESCO to all UN member nations, describes
10 guidelines of best-practice schools can follow to promote their
students’ social emotional development and academic learning.
Brief summaries of research findings and practical applications
are provided for each of the 10 guidelines.
Issue Briefs
- Social and emotional learning and bullying prevention
Collaborative for Academic, Social, and Emotional Learning (2009). Washington, D.C.: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center
Illustrates the relationship between social and emotional factors and bullying; explains how an SEL framework can be extended to include bullying prevention; and provides suggested resources for doing so.
- The Illinois social and emotional learning standards: Leading the way for school and student success
O'Brien, M.U. & Resnik, H. (2009).Illinois Principals Association: Building Leadership, 16(7).
Gives principals guidance about effectively implementing the SEL standards improve their schools.
- Social and emotional learning and student benefits: Implications for the Safe School/Healthy Students core elements
Collaborative for Academic, Social, and Emotional Learning (2008). Washington, D.C.: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center
Shares the latest research on the effects of SEL on students and includes strategies for implementing SEL.; Listen to a teleconference with the authors who conducted the research highlighted in this brief.
- Connecting social and emotional learning with mental health
Collaborative for Academic, Social, and Emotional Learning (2008). Washington, D.C.: National Center for Mental Health Promotion and Youth Violence Prevention, Education Development Center.
Explains the relationship between mental health and SEL promoting, and offers strategies for connecting mental health and SEL in the school setting.
- What is SEL?
Collaborative for Academic, Social, and Emotional Learning (2007). Chicago, IL: Author.
Explains what SEL is, and the value of SEL for students and schools.
- Youth and schools today
Collaborative for Academic, Social, and Emotional Learning (2007). Chicago, IL: Author.
Gives a broader context for understanding the challenges of youth and schools today, and explains how SEL in school can help schools and students meet those challenges.
- The benefits of school-based social and emotional learning programs: Highlights from a forthcoming CASEL report
Collaborative for Academic, Social, and Emotional Learning (2007). Chicago, IL: Author.
Summarizes the findings of a meta-analysis of 207 studies of SEL programs involving a broadly representative group of more than 288,000 students from urban, suburban, and rural elementary and secondary schools. The study examined the benefits of SEL programs on six specific student outcomes.
- Social and emotional learning, service-learning, &
educational leadership
Fredericks, L. (2003). Education
Commission of the States.
Explains what
high quality SEL and service-learning look like; the interrelationship
between these types of learning; and why and how educational leaders
can promote both in a way that also improves academic outcomes.
- Guidelines for social and emotional learning
Collaborative for Academic, Social, and Emotional Learning (2002). Chicago, IL: Author.
CASEL's description of ten key components of effective school-based SEL practice.
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