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Dusenbury, Linda; Weissberg, Roger P. – Collaborative for Academic, Social, and Emotional Learning, 2016
There is growing momentum across the country to support statewide implementation of social and emotional learning (SEL) in preschool through high school. In this brief we report on how many states have developed learning standards to support SEL. We have observed commonalities in the process states have used, and we share some of the lessons we…
Descriptors: Social Development, Emotional Development, Preschool Education, Elementary Secondary Education
Dusenbury, Linda; Calin, Sophia; Domitrovich, Celene; Weissberg, Roger P. – Collaborative for Academic, Social, and Emotional Learning, 2015
In this brief we use the CASEL reviews of evidence-based programs to answer the question, "What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?" Specifically, we identify and describe four approaches that have been…
Descriptors: Evidence Based Practice, Instruction, Social Development, Emotional Development
Dusenbury, Linda; Weissberg, Roger P.; Goren, Paul; Domitrovich, Celene – Collaborative for Academic, Social, and Emotional Learning, 2014
The purpose of the CASEL State Scan is to support the development of high-quality standards for social and emotional learning (SEL), preschool through high school, across the country (Dusenbury, Zadrazil, Weiss-berg & Mart, 2011). This brief summarizes recent findings from CASEL's State Scan (Dusenbury, Newman, Weissberg, Goren, Domitrovich…
Descriptors: Social Development, Emotional Development, Preschool Education, Elementary Secondary Education
Zinsser, Katherine M.; Weissberg, Roger P.; Dusenbury, Linda – Collaborative for Academic, Social, and Emotional Learning, 2013
Following a surge of research showing the importance of social and emotional competence for children's academic and social success (e.g., Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011; Sklad, Diekstra, Ritter, Ben & Gravesteijn, 2012), education policymakers across the country have made efforts to incorporate social and emotional…
Descriptors: Social Development, Emotional Development, Preschool Education, Elementary Secondary Education
Collaborative for Academic, Social, and Emotional Learning (NJ1), 2008
As knowledge of effective treatments for mental disorders has grown, so too has the field of mental health promotion and positive development. Studies completed during the last two decades have synthesized the state of mental health promotion and documented that universal mental health supports positively affect child and adolescent developmental…
Descriptors: Health Promotion, Mental Disorders, Community Action, Mental Health
Collaborative for Academic, Social, and Emotional Learning (NJ1), 2008
This brief shares the latest research on the effects of social and emotional learning (SEL) on students and includes strategies for implementing SEL. It explains how SEL works, elaborates on how SEL can be an integrative prevention framework that addresses the Safe Schools/Healthy Students (SS/HS) core elements, and spells out implications of the…
Descriptors: Outcomes of Education, Prevention, Federal Programs, Child Health
Payton, John; Weissberg, Roger P.; Durlak, Joseph A.; Dymnicki, Allison B.; Taylor, Rebecca D.; Schellinger, Kriston B.; Pachan, Molly – Collaborative for Academic, Social, and Emotional Learning (NJ1), 2008
This report summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students--that is, programs that seek to promote various social and emotional skills. Collectively the three reviews included 317 studies and involved 324,303 children. SEL programs…
Descriptors: Emotional Problems, Social Behavior, Educational Benefits, Academic Achievement
Collaborative for Academic, Social, and Emotional Learning (NJ1), 2007
To succeed in school, students need to be engaged, interested, and excited to be there. They need to know how to focus their attention on their work, keep trying even when they get discouraged or face setbacks, work effectively with other students and adults, and be good communicators and problem-solvers. These skills form a foundation for young…
Descriptors: Social Development, Emotional Development, Educational Environment, Guidelines
Durlak, Joseph A.; Weissberg, Roger P. – Collaborative for Academic, Social, and Emotional Learning (NJ1), 2007
This report is the first of several to come from CASEL's major meta-analysis project. The report describes the strong positive effects after-school programs can have, and the conditions needed to realize these benefits. A meta-analysis to evaluate the magnitude of effects obtained from 73 programs was conducted. Outcomes were examined in three…
Descriptors: After School Programs, Program Effectiveness, Meta Analysis, Outcomes of Education
Collaborative for Academic, Social, and Emotional Learning (NJ1), 2007
Society and the life experiences of children and youth changed considerably during the last century. Schools today are expected to do more than they have ever done in the past to implement effective educational approaches that promote academic success, enhance health, and prevent problem behaviors have grown significantly. Broad-based, school-wide…
Descriptors: Community Involvement, Program Development, Emotional Development, School Role
Collaborative for Academic, Social, and Emotional Learning (NJ1), 2006
This document describes the Social and Emotional Learning (SEL) implementation process and key factors influencing its success. The process is described first in a one-page graphic, then in a brief summary, and finally through presentation of the full rubric. All three show a sequence of ten steps over three phases of implementation, along with a…
Descriptors: Educational Change, Scoring Rubrics, Social Development, Emotional Development
Devaney, Elizabeth; O'Brien, Mary Utne; Resnik, Hank; Keister, Susan; Weissberg, Roger P. – Collaborative for Academic, Social, and Emotional Learning (NJ3), 2006
Following up on the SEL program guide, "Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning (SEL) Programs," this latest tool for front-line educators provides answers to questions frequently asked by educators, such as, "Now that I have selected a good program, how do I integrate it with the rest of what…
Descriptors: Program Guides, Program Effectiveness, Program Content, Organizational Change
Fredericks, Linda; Weissberg, Roger; Resnik, Hank; Patrikakou, Eva; O'Brien, Mary Utne – Collaborative for Academic, Social, and Emotional Learning (NJ1), 2005
Parents and schools working together to build students' social, emotional, and academic skills can accomplish far more than either group working alone. Both schools and parents can contribute in unique ways to make the partnership fruitful. Handouts included with this packet offer small things that all parents can consider doing. When done on a…
Descriptors: Social Development, Emotional Development, Program Development, Educational Principles
Collaborative for Academic, Social, and Emotional Learning (NJ1), 2005
Based on a three-year study funded by the Office of Safe and Drug-Free Schools (OSDFS) in the U.S. Department of Education, "Safe and Sound" is a comprehensive and inclusive guide for social and emotional learning (SEL) programming. The guide provides a road map for schools and districts that are launching or adding social, emotional,…
Descriptors: School Activities, Elementary Secondary Education, Emotional Development, Standards
Collaborative for Academic, Social, and Emotional Learning (NJ1), 2003
This guide was developed to provide educators with information about nationally available programs for the classroom that promote social and emotional learning (SEL). It details the costs, the grades covered, evidence base, which most effectively teach core social and emotional skills, and which provide high-quality staff development and support.…
Descriptors: Social Development, Emotional Development, Program Effectiveness, Educational Environment