Reports
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
Connecting social and emotional learning with mental health. (pdf) CASEL and the National Center for Mental Health Promotion and Youth Violence Prevention (2008).
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? (pdf) CASEL (2007).
Explains what SEL is, and the value of SEL for students and schools.
Youth and schools today. (pdf) CASEL (2007).
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. (pdf) CASEL (2007).
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. The full research article about this study is being prepared for submission to a peer-reviewed journal, and will be posted on this page when available.
Social and emotional learning, service-learning, &
educational leadership (pdf) Fredericks, L. (2003). Education
Commission of the States Issue Paper.
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. (pdf) CASEL (2002).
CASEL's description of ten key components of effective school-based SEL practice.
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