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.
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.
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.
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 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.
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 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.
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.
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.
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.
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.