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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.

Source: CASEL

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.

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.

Source: Transforming Education

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.

Source: RAND Corporation

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.

Source: Educational Studies

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.

Source: Teachers and Teaching

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.

Source: Brisca Publishing

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. 

Source: Harvard Education Press

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

Source: W.W. Norton & Co

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.

Source: Corwin

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.

Source: Exploring Social Emotional Learning in Diverse Academic Settings

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. 

Source: Wisconsin State Reading Association
There is little consensus among teacher educators, school districts, community members, families, and accreditation agencies regarding how the work of teacher education might rectify long standing disparities that have complex, multidimensional causes.  Using the framework of transformative teacher education, which focuses on the intersection of collaborative networks, social justice, and pedagogical practice, the authors pose the following questions: What happens when teachers try to do collaborative, social justice work across cultural contexts? How is teaching shaped by critical epistemologies?
Source: and Cultural Studies, Pedagogy, Review of Education

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.

Source: Phi Delta Kappan
This article seeks to develop transformative social and emotional learning (SEL), a form of SEL intended to promote equity and excellence among children, young people, and adults. The authors primary focuses are issues of race/ethnicity as a first step toward addressing the broader range of extant inequities, as well as issues of culture, identity, agency, belonging, and engagement as relevant expressions of the Collaborative for Academic, Social and Emotional Learning 5 core competencies. They  also point to programs and practices that hold promise for cultivating these competencies and the importance of adult professional development in making these efforts maximally effective for diverse children and youth.
Source: Educational Psychologist