SEL-7200 v1

Christi Bergin, C., Tsai, C-L., Prewett, S. Jones, E., Bergin, D. A., & Murphy, B. (2024). Effectiveness of a social-emotional learning program for both teachers and students. AERA Open: January-December 2024, 10(1),1–17. https://doi.org/10.1177/23328584241281284
This case study examined the perceptions of participants using the Leader in Me SEL program implemented in thousands of schools. Results showed teachers reporting being more prosocial, feeling more camaraderie, developing better T-S relationships and more.

Bradshaw, C.,Cohen, J., Espelage, D. L., & Nation, M. (2021). Addressing school safety through comprehensive school climate approaches. School Psychology Review, 50(2–3), 221–236. https://doi.org/10.1080/2372966X.2021.1926321
This paper provides a clinical review and synthesis of the literature on school climate, with particular attention to measurement, data collection, analysis, as well as prevention and promotion planning.

Davies, M., Elliott, S., Frey, J., & Cooper, G. (2021). Evaluation of a school-led sustainable class-wide intervention programme to improve elementary children’s social emotional and academic performance. International Journal of Disability, Development & Education, 68(4), 496–520. https://doi.org/10.1080/1034912X.2019.1695756
This multi-year study used the Social Skills Improvement System (SSIS) to assess effectiveness indicators over time in prosocial behavior, academic achievement, problem behaviors, wellbeing, and attendance. Students showed marked improvement in all indicators across the 3 project years.

Greenberg, M. T. (2023). Evidence for social and emotional learning in schools. Learning Policy Institute. https://doi.org/10.54300/928.269
This policy report was written by one of the legends in SEL. Dr. Goldberg’s premise is that to nurture abilities required of contributing citizens, schools should be healthy, caring spaces that create a climate of support for equitable pathways for children to reach these goals while also creating a challenging and dynamic learning environment.

Watanabe, Y., Ikeda, M., Saeki, E., & Higashida, M. (2022). Social-emotional learning and class climate among elementary-aged students in Japan. International Journal of School & Educational Psychology, 11(2), 207–217. https://doi.org/10.1080/21683603.2022.2075997
This small sample size research showed the remarkable improvement made when a single SEL lesson regarding the use of kind words was taught and then reinforced through positive management techniques.

Yildiz, N. G. (2021). School counselors’ leadership role in creating a collaborative school climate for linguistically diverse students. Journal of Education and Learning, 10(6). https://doi.org/10.5539/jel.v10n6p7
This article explores the role that school counselors can have in helping to develop and spread an effective school, home, and community partnership through a collaborative and welcoming school culture.