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1. Social and Emotional Learning in U.S. Schools: Findings from CASEL's Nationwide Policy Scan and the American Teacher Panel and American School Leader Panel Surveys. Research Report. RR-A1822-2

Author

RAND Education and Labor, Collaborative for Academic, Social, and Emotional Learning (CASEL), Alexandra Skoog-Hoffman, Asher A. Miller, Rista C. Plate, Duncan C. Meyers, Andrew S. Tucker, Gabrielle Meyers, Melissa Kay Diliberti, Heather L. Schwartz, Megan Kuhfeld, Robert J. Jagers, Lakeisha Steele, and Justina Schlund

Abstract

A large body of evidence indicates that well-implemented social and emotional learning (SEL) programs improve academic, social, and emotional outcomes for students and educators. Education policy has the potential to influence the high-quality implementation of SEL, from the school district, to the school, to the classroom. Before and during the coronavirus disease 2019 pandemic, U.S. states enacted supportive policies and conditions to promote SEL in schools. However, curricula that foster the development of social and emotional competences have been one of many controversies about the instructional content and instructional practices schools should use to teach students. Thus, legislators in nine states have proposed bills to prohibit or inhibit SEL instruction in kindergarten through grade 12 (K-12) schools. In this report, the authors investigate whether states' SEL policies (for and against) are associated with the implementation of SEL by K-12 schools, as reported by teachers and principals. In their approach, the authors merge the survey data they collected from educators with the results of the Collaborative for Academic, Social, and Emotional Learning's (CASEL's) nationwide scan of each state's and the District of Columbia's SEL-relevant policies and conditions. The authors also study whether SEL implementation is correlated with two teacher-reported indicators of positive student experience: supportive climate and student interest in learning. The authors' findings show whether state policymakers' SEL-related policies (including legislation and guidance) connect to schools' on-the-ground decisions and implementation, as reported by principals and teachers.

Published
2024
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2. Systemic social and emotional learning: Promoting educational success for all preschool to high school students

Author

Joseph L. Mahoney, Timothy P. Shriver, Melissa Schlinger, Karen Niemi, Roger P. Weissberg, Justina Schlund, Nicholas Yoder, Mark T. Greenberg, Robert J Jagers, Linda Dusenbury, and Karen VanAusdal

Subjects
Adult, Schools, Inequality, Adolescent, business.industry, media_common.quotation_subject, Emotions, General Medicine, Academic achievement, PsycINFO, Public relations, Youth voice, Social learning, Social Learning, Action (philosophy), Child, Preschool, Agency (sociology), Social emotional learning, Humans, Learning, business, Psychology, Students, General Psychology, media_common
Abstract

Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and academic competencies. These conditions require aligned policies, resources, and actions at state and district levels that encourage local schools and communities to build the personal and professional capacities of adults to: implement and continuously improve evidence-based programs and practices; create an inclusive culture that fosters caring relationships and youth voice, agency, and character; and support coordinated school-family-community partnerships to enhance student development. Promoting social and emotional competencies-including the abilities to understand and manage emotions, achieve positive goals, show caring and concern for others, establish and maintain positive relationships, and make responsible decisions-are important for success at school and in life. In this article, we summarize key concepts and evidence for systemic SEL. Next, we explain interrelated Theories of Action and resources developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) to implement and continuously improve systemic SEL in schools, districts, and states. We discuss research on nested, interacting settings and processes involved in systemic SEL at proximal (classrooms, schools, families, and communities) and distal (districts, states, national, and international) ecological levels. We conclude with recommendations for future SEL research, practice, and policy. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Published
2020

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