SEL-7100

Rimm-Kaufman, S. E., Strambler, M. J., & Schonert-Reichl, K. A. (Eds.). (2023). Social and emotional learning in action: Creating systemic change in schools. Guilford Publications.
Read the Foreword and the Introduction to Part 1 (through the middle of page 12), Meeting the Moment with Systemic SEL. Then read Common Themes, pages 16-20. This source provides an overview of SEL and the current conditions surrounding SEL in the U.S.

Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. The Phi Delta Kappan, 100(4), 18–23. https://research.ebsco.com/c/udgvh3/viewer/pdf/xutgxult7n
A brief and frequently cited article summarizing the benefits of SEL supported by meta-analysis of the research.

Rimm-Kaufman, S. E., Strambler, M. J., & Schonert-Reichl, K. A. (Eds.). (2023). Social and emotional learning in action: Creating systemic change in schools. Guilford Publications.
Read Chapter 6, pages 115-132, Cultivating SEL Ready Teachers: SEL in Teacher Preparation. This chapter provides you with information about teacher preparation programs and why adult development of social and emotional competencies makes a difference in the implementation of SEL in PreK-12 schools. As you read the chapter, consider how the social and emotional skills of adults might matter in other professional and learning environments.

Liu, H., & Boyatzis, R. (2021). Focusing on resilience and renewal from stress: The role of emotional and social intelligence competencies. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.685829
This article reviews how developing social and emotional intelligence plays a vital role in developing resilience.

Mayer, J. D., Caruso, D. R., & Salovey, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290–300. https://doi.org/10.1177/1754073916639667
This update on the ability model of emotional intelligence will provide you with some necessary background information on human cognition.

Tyner, A. (2022, May 1). Listening to parent voices about SEL. School Administrator, 79(5), 12. https://research.ebsco.com/c/udgvh3/viewer/html/spm445fd7v
Describes some of the challenges facing schools related to SEL.

Cummins, S. (2024). Respecting the whole child. Early Years Educator, 24(10), 3–4. https://doi.org/10.12968/eyed.2024.24.10.7
This resource is not available through our NU library but is highly recommended if you are interested in learning more. The article describes some of the key theories of Montessori's holistic education approach in early childhood.

Dermody, C., Dusenbury, L., Greenberg, M., Godek, D., Connor, P., Cross, R., Martinez-Black, T., Solberg, S., Kroyer-Kubicek, R., Atwell, M., Bridgeland, J. (2022). A Developmental Framework for the Integration of Social and Emotional Learning and Career and Workforce Development. CASEL. https://casel.org/sel-workforce-brief-03-2022/?view=true
Familiarize yourself with the work CASEL is doing related to Workforce Development.