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Gregory, Anne; Fergus, Edward – Future of Children, 2017
Beginning as early as preschool, race and gender are intertwined with the way US schools mete out discipline. In particular, black students and male students are much more likely than others to be suspended or expelled--punishments that we know can hold them back academically. These disparities, and the damage they can cause, have driven recent…
Descriptors: Social Development, Emotional Development, Equal Education, Discipline Policy
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McKown, Clark – Future of Children, 2017
In the push to boost young people's social and emotional learning (SEL), assessment has lagged behind policy and practice. We have few usable, feasible, and scalable tools to assess children's SEL. And without good assessments, teachers, administrators, parents, and policymakers can't get the data they need to make informed decisions about SEL.…
Descriptors: Social Development, Emotional Development, Evaluation Methods, Definitions
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Jones, Stephanie M.; Barnes, Sophie P.; Bailey, Rebecca; Doolittle, Emily J. – Future of Children, 2017
There's a strong case for making social and emotional learning (SEL) skills and competencies a central feature of elementary school. Children who master SEL skills get along better with others, do better in school, and have more successful careers and better mental and physical health as adults. Evidence from the most rigorous studies of…
Descriptors: Social Development, Emotional Development, Competence, Elementary School Students
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Greenberg, Mark T.; Domitrovich, Celene E.; Weissberg, Roger P.; Durlak, Joseph A. – Future of Children, 2017
Evidence-based social and emotional learning (SEL) programs, when implemented effectively, lead to measurable and potentially long-lasting improvements in many areas of children's lives. In the short term, SEL programs can enhance children's confidence in themselves; increase their engagement in school, along with their test scores and grades; and…
Descriptors: Social Development, Emotional Development, Public Health, Evidence Based Practice
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Schonert-Reichl, Kimberly A. – Future of Children, 2017
Teachers are the engine that drives social and emotional learning (SEL) programs and practices in schools and classrooms, and their own social-emotional competence and wellbeing strongly influence their students. But when teachers poorly manage the social and emotional demands of teaching, students' academic achievement and behavior both suffer.…
Descriptors: Social Development, Emotional Development, Well Being, Teacher Competencies
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Yeager, David S. – Future of Children, 2017
Adolescents may especially need social and emotional help. They are learning how to handle new demands in school and social life while dealing with new, intense emotions (both positive and negative), and they are increasingly feeling that they should do so without adult guidance. Social and emotional learning (SEL) programs are one way to help…
Descriptors: Social Development, Emotional Development, Adolescents, Adolescent Development
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Hurd, Noelle; Deutsch, Nancy – Future of Children, 2017
After-school programs offer young people opportunities for self-expression, exploring their talents, and forming relationships with supportive adults. That is, after-school programs promote young people's social and emotional learning (SEL) skills--whether the programs use that term or not. Despite these programs' potential, Noelle Hurd and Nancy…
Descriptors: Social Development, Emotional Development, After School Programs, Educational Policy
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McClelland, Megan M.; Tominey, Shauna L.; Schmitt, Sara A.; Duncan, Robert – Future of Children, 2017
Young children who enter school without sufficient social and emotional learning (SEL) skills may have a hard time learning. Yet early childhood educators say they do not get enough training to effectively help children develop such skills. In this article, Megan McClelland, Shauna Tominey, Sara Schmitt, and Robert Duncan examine the theory and…
Descriptors: Intervention, Early Childhood Education, Best Practices, Social Development
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Larr, Allison S.; Neidell, Matthew – Future of Children, 2016
Childhood is a particularly sensitive time when it comes to pollution exposure. Allison Larr and Matthew Neidell focus on two atmospheric pollutants--ozone and particulate matter--that can harm children's health in many ways. Ozone irritates the lungs, causing various respiratory symptoms; it can also damage the lung lining or aggravate lung…
Descriptors: Pollution, Climate, Children, Child Health
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Oppenheimer, Michael; Anttila-Hughes, Jesse K. – Future of Children, 2016
Michael Oppenheimer and Jesse Anttila-Hughes begin with a primer on how the greenhouse effect works, how we know that Earth is rapidly getting warmer, and how we know that the recent warming is caused by human activity. They explain the sources of scientific knowledge about climate change as well as the basis for the models scientists use to…
Descriptors: Climate, Sciences, Evidence, Causal Models
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Aldy, Joseph E. – Future of Children, 2016
Our failure to mobilize sufficient effort to fight climate change reflects a combination of political and economic forces, on both the national and the global level. To state the problem in its simplest terms, writes Joseph Aldy, future, unborn generations would enjoy the benefits of policies to reduce carbon emissions whereas the current…
Descriptors: Climate, Activism, Political Influences, Economic Factors
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Dietz, Simon; Groom, Ben; Pizer, William A. – Future of Children, 2016
Our efforts to put the brakes on climate change or adapt to a warming climate present a fundamental tradeoff between costs borne today and benefits that accrue to the children and grandchildren of the current generation. In making investments today that affect future generations' prospects, we need to think carefully about how we value their…
Descriptors: Climate, Children, Futures (of Society), Well Being
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Hanna, Rema; Oliva, Paulina – Future of Children, 2016
Climate change may be particularly dangerous for children in developing countries. Even today, many developing countries experience a disproportionate share of extreme weather, and they are predicted to suffer disproportionately from the effects of climate change in the future. Moreover, developing countries often have limited social safety nets,…
Descriptors: Climate, Children, Developing Nations, Foreign Countries
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Karoly, Lynn A. – Future of Children, 2016
One way to assess the value of preschool education programs is to compare their upfront costs with the economic benefits they produce, measured by such outcomes as less need for special education services, improved high school graduation rates, higher earnings and less criminal activity in adulthood, and so on. What do such benefit-cost analyses…
Descriptors: Early Childhood Education, Outcomes of Education, Preschool Education, Program Evaluation
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Snow, Catherine E.; Matthews, Timothy J. – Future of Children, 2016
How does literacy develop in children's early years, and what programs or practices promote adequate literacy for all children? These are the questions Catherine Snow and Timothy Matthews tackle in this article. Fundamental literacy skills can be grouped into two categories, Snow and Matthews write. The first category is "constrained"…
Descriptors: Emergent Literacy, Young Children, Reading Skills, Vocabulary Development
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