Committee for Children (CFC), a global nonprofit working to advance the safety and well-being of children through social-emotional learning (SEL), releases new polling data that show overwhelming support for social-emotional learning among parents across the country.
Nancy Frey, Douglas Fisher, Dominique Smith
While social and emotional learning (SEL) is most familiar as compartmentalized programs separate from academics, the truth is, all learning is social and emotional. What teachers say, the values they express, the materials and activities they choose, and the skills they prioritize all influence how students think, see themselves, and interact with content and with others. This book offers a solution for students to thrive: a comprehensive, five-part model of SEL that’s easy to integrate into everyday content instruction, no matter what subject or grade level you teach.
Chastity L. Owens, Marisha L. Humphries, Cassandra McKay-Jackson
This article provides a grounded theory study of student experiences while participating in a multidisciplinary pre-service training. Pre-service students from social work and education participated in culturally affirming multidisciplinary training in social and emotional learning and implemented what they learned in the training in their internships. Findings from this grounded theory study have important implications for engaging pre-service students in multidisciplinary collaborations, including challenging them to engage with colleagues outside of their disciplines to incorporate culturally affirming interventions.
This teacher educator toolkit pushes educators to reflect on the importance and impact of their own social-emotional learning while learning practices to support their own social-emotional development and well-being. Includes resources for professional development or specific subject area training.
Laura Stelitano, Elizabeth D. Steiner
This report provides an illustration of two Opportunity by Design (ObD) high schools in which practices for supporting students’ SEL were implemented school-wide and integrated into teachers’ academic instruction. These schools provide a unique perspective on what implementation of school-wide, integrated, explicit SEL instruction can look like when it is a core design feature from school inception. The findings may provide valuable insight for leaders of other small high schools seeking to strengthen their own focus on SEL.
Arianna Prothero
This article offers advice to educators on navigating the role of the parent and family in social-emotional learning, and emphasizing the importance and reasoning behind implementing SEL in schools.
Hilary Lustick
Increasingly, district leaders are turning to a community-based alternative to suspension called restorative practices (RP’s). While they correlate with lower suspension rates, Black, Latinx, and Native students continue to be more frequently and harshly disciplined than their White peers. This study uses data from a year-long ethnographic multi-case study of three New York City high schools using RP’s to improve school culture and reduce suspension rates. The analysis uncovers the mechanisms by which these practices reproduce traditional forces of power unless the staff facilitating them already happen to have a strong relationship with the students involved, and offers recommendations for how staff can be more equitable and culturally responsive in their implementation of restorative practices.
Gokhan Kilicoglu, Derya Kilicoglu, Young Ha Cho
This study is a comparative research investigating whether cultural competence of preservice teachers is causally related to their social justice and self-efficacy beliefs in Turkey, South Korea and the United States. The study results revealed that cultural competence of pre-service teachers has a positive effect on their social justice and self-efficacy beliefs in all three samples.The implications for academic research and teacher training are discussed.
Lorea Martinez
Creating a safe and supportive school culture that fosters a positive educational mindset and enhances goal-setting abilities is critical to positive classroom learning experiences, as well as developing one’s own social and emotional capacity in order to foster resilience and mindfulness in instruction. This book presents a comprehensive roadmap for educators, emphasizing the profound impact of emotions, relationships, and resilience on learning outcomes.
Nancy L. Markowitz, Suzanne M. Bouffard
This book introduces a new framework for integrating the development of key skills needed for academic success into daily classroom practice. The framework spells out the competencies, processes, and strategies that effective P-12 educators need to employ in order to build students’ social and emotional learning. This source serves as a critical roadmap for educators, whether they are university faculty searching for how to bring a social, emotional, and cultural lens into their methods or foundations course and field work experiences, or classroom teachers hoping to infuse critical skill building into the everyday academic learning that is the traditional focus of schools.
Patricia A. Jennings
The author of this book presents various stress-causing factors that lead to burnout, and demonstrates how teachers can tackle these sources of stress at their root. With burnout comes the erosion of teachers’ motivation, performance, relationships with students and quality of classroom interactions. From the development of social and emotional competencies to the achievement of systemic change through collective efficacy, the author offers solutions to toxic trends in education
Zaretta Hammond
The achievement gap remains a stubborn problem for educators of culturally and linguistically diverse students. With the introduction of the rigorous Common Core State Standards, diverse classrooms need a proven framework for optimizing student engagement and facilitating deeper learning. Culturally responsive pedagogy has shown great promise in meeting this need, but many educators still struggle with its implementation. In this book, the author draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction.
Lori L. Desautels
This book explores the plasticity of the brain and nervous system, while learning how adversity and trauma impact a student’s developing nervous system to affect behaviors–which ultimately changes the way educators approach discipline and engagement.
Holly J. Thornton
The changing dynamics of higher education and societal experiences overall make it critical that higher education faculty and staff understand and embrace the importance of relationship-building and the social emotional needs of their students. This chapter begins by making the argument that teaching—particularly in higher education—should be embraced as a helping profession. A review of the literature on caring and mattering is provided, and social emotional learning strategies are presented to operationalize the constructs of caring and mattering. Five instructional teaching practices and four social teaching practices are described. An overview of the contemporary research about the strategies is presented, and a practical example of how each strategy can be implemented in the college classroom is offered.
Ernest Morrell
There are tremendous opportunities for inclusiveness, engagement, dialogue, and joy in today’s PK-6 literacy classrooms. A responsive instruction focused on social-emotional learning can be academically and socially empowering for all students. Parallel academic and social trajectories are both important. Educators and families can center social and emotional learning around seven strengths which include: belonging, confidence, curiosity, courage, friendship, hope and kindness, having multiple applications in the home, classroom, and more.
Stephanie M. Jones, Suzanne M. Bouffard, Richard Weissbourd
Teachers’ social and emotional competencies are very important to their overall effectiveness, but such skills are frequently overlooked. Social and emotional competencies like managing emotions and stress are needed more today than ever before. More practices and policies to support and foster educators’ social and emotional competencies are needed, which can be built through coaching and other forms of support.
Barbara J. Dray, Debora B. Wisneski
In this article, the authors discuss the use of mindful reflection and communication as a method for developing culturally responsive practices in teachers who may not be familiar with the cultural backgrounds of some students. The topic is discussed in light of a movement within education and teacher education to reduce unnecessary special education referrals and the overrepresentation of minority students in special education programs. The authors discuss the meaning of diversity to teachers, bias in classroom interactions, and communication in the classroom. Other topics include the deficit thinking model and teacher assumptions about students regarding success or failure.
Deborah Donahue-Keegan, Eleonora Villegas-Reimers, James M. Cressey
This article presents an integrated approach to social-emotional learning and culturally responsive teaching , a framework that has guided the advocacy and practical work of teacher educators (including the authors of this article) in Massachusetts. Hailing from a range of higher education programs across the state, this group has organized to advocate for systematic integration of culturally responsive SEL in all teacher preparation programs in Massachusetts.
© 2019 SEL4MA
