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20102022

Robert J. Jagers, Alexandra Skoog-Hoffman, Bloodine Barthelus, Justina Schlund, CASEL

This article shares CASEL’s revised definition of SEL and their focus on identity, agency, belonging, collaborative problem solving, and curiosity. It then describe some considerations and directions for ongoing action research with some partnering school communities. These include co-constructing equitable learning environments via project-based learning and SEL for adults. The article conclude with some thoughts about next steps in CASEL’s ongoing research-practice partnership efforts.

Research shows that well-implemented, evidence-based SEL programs are the most effective way to support young people’s success and well-being in school and beyond. Use this guide to determine your SEL team and goals, connect your needs to CASEL metrics, and identify and compare SEL programs.

These guidelines are designed to provide a lens through which to view potential or current SEL efforts, to provide a validated reference point for the many considerations involved in determining how SEL should be carried out. This guidance might be used for:

  • informing the development of a program under consideration or being proposed,
  • examining and improving the effectiveness of an existing program, and
  • informing decisions, generally, about the design and dissemination of SEL-related
    programming at the policy level.

National PTA released the findings of a national survey exploring parents’ mindsets as the 2022-2023 school year ends. This is the third survey exploring parent mindsets this school year and the sixth in a series of surveys commissioned by National PTA and supported by the CDC Foundation. The survey included more than 1,400 parents and guardians with children in grades K-12 in public schools. It was conducted from April 12-26, 2023 by Edge Research.

Many schools use exclusionary discipline—such as suspensions and expulsions—to deter students from misbehaving and to protect students from the harms associated with exposure to student misbehavior. Research indicates that, while often implemented with good intentions, exclusionary discipline increases (rather than deters) misbehavior and risks of dropout and juvenile and adult incarceration.

In response, schools have implemented restorative practices to inculcate conflict resolution skills and strengthen community bonds and responsive practices to resolve conflicts and repair relationships.

A school’s responsibility not to discriminate against students on the basis of race, color, or national origin applies to any program or activity of the recipient, directly or through contractual or other arrangements. Where appropriate, the Departments’ investigations under Titles IV and VI have included the entire course of the disciplinary process, from behavior management in the classroom or on the school bus, to referral to an administrator, to resolution of the discipline incident (including involvement of law enforcement).

Research has shown social and emotional learning (SEL) to be an integral force for students’ education and well-being with positive effects lasting into adulthood. The brief concludes with a look at the role business and policymakers must play in addressing equity gaps and expanding access to integrative SEL and career and workforce development models.