Social Emotional Learning

McGraw-Hill urveyed 1,100+ educators, administrators, and parents about the professional development, resources, and support for social and emotional learning (SEL) in PreK-12 classrooms. NOTE: You must fill out a form to download the full-text report.

Includes curated list of recommended reports selected by Collaborative for Academic, Social, and Emotional Learning (CASEL) staff. These resources cover a range of topics to better understand SEL.

The brief and infographic—based on a longer technical report—describe the surprising breadth and variety of social-emotional learning practices found in these outlier schools, as well as commonalities in their approaches and implementation challenges that some are facing.

Culminating report from the Aspen Institute National Commission on Social, Emotional, and Academic Development reflects detailed recommendations for practitioners, policymakers, and researchers.

Features perspectives from a number of leading teachers, administrators, researchers, and education experts.

The goal of this paper is to inform an applied research and translation agenda that will support the creation of healthy, safe, nurturing, and developmentally supportive schools that support the development of students’ social and emotional competencies as one mechanism to foster optimal learning experiences and school environments.

This companion guide to a 2017 evidence review of social and emotional learning (SEL) interventions under the Every Student Succeeds Act offers guidance on determining local SEL needs and interventions to address them.

This brief explores the need to develop and test social and emotional learning strategies that target specific behaviors and can be taught quickly.

As part of the overall initiative, a multi-disciplinary, multi-level National Practitioner Advisory Group (NPAG) was created to more fully engage and understand practitioner perspectives on SEL Assessment. Over the course of a year the members discussed several issues and produced this statement of ten beliefs and action items along with resources to support this work.

This report was designed to provide information about the specific features that define SEL programs and that may be important to stakeholders who are selecting, recommending, evaluating, or reporting about different SEL programs, or to those who are aligning efforts across multiple schools, programs, or regions.

This brief by Harvard’s Easel Lab describes features and best practices of effective social and emotional learning programs and offers a set of recommendations.

This two-part study offers information on how preservice and in-service teacher training can support good teaching practices and implement SEL in schools, while providing a picture of what SEL looks like when integrated into the school day.

This brief reviews research on how positive school climates support SEL and how improved SEL contributes to improved school climate in elementary and secondary schools.

The purpose of this toolkit is to support coaches and administrators as they observe practices that support the development of social and emotional skills in classrooms, and hold critical conversations that include SEL.

This brief provides guidelines and considerations for adapting ​leading SEL programs to out-of-school settings.

This RAND analysis offers guidance to states and districts on how they can use funds through ESSA to support Social and Emotional Learning and to identify evidence-based SEL interventions that meet their needs.

Developed by the Assessment Work Group and primarily authored by Clark McKown, this report summarizes the current state of the field of SEL assessment and offers a vision for its future.

To find more about how educators are adopting SEL in schools, RAND researchers surveyed and analyzed the answers from nationally representative samples of more than 15,000 K–12 teachers and 3,500 principals in the United States.

This report presents findings from nationally representative samples of teachers and principals surveyed for the RAND Corporation's web-based American Educator Panels; these educators responded to questions addressing their beliefs about the importance and value of SEL in schools, their approaches to promoting and measuring SEL, and their opinions regarding supports for improving SEL.

APA outlines the most important principles from psychology in context of pre-K to 12 classroom teaching and learning.

Reports on a large-scale panel survey of social-emotional learning (SEL) to describe how four SEL constructs—growth-mindset, self-efficacy, self-management, and social awareness—develop from Grade 4 to Grade 12, and how these trends vary by gender, socioeconomic status, and race/ethnicity.

Findings from an ongoing evaluation of districtwide implementation of SEL.

Mission is to conduct in-depth research that leads to new ideas for solving problems facing society at the local, national and global level.

Nonprofit association whose mission is to advance higher education by promoting the intelligent use of information technology.

National Reports on the Development of Education submitted by countries since 1933.

Only ongoing assessment of what U.S. students know and can do in different subjects.

The Annual Reports and Information group within the National Center for Education Statistics (NCES) produces several reports each year that draw from over 25 surveys by NCES and other government agencies.

Nation's largest professional employee organization committed to advancing the cause of public education.

A nonprofit institution that helps improve policy and decision making through research and analysis. Research includes K-12 assessment and accountability, school reform, teachers and teaching, higher education, military education and training, worker training, and substance-abuse prevention in schools.

Agency of the federal government that establishes policy for, administers, and coordinates most federal assistance to education.

Responsible for coordinating international cooperation in education, science, culture and communication.

Works nationally to improve learning and enrichment for disadvantaged children and foster the vitality of the arts for everyone.