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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

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).

Looking inside and across leading SEL programs: A practical resource for schools and OST providers. Middle and High School Focus.

As SEL initiatives become more widespread, educators and other youth service providers are seeking to identify SEL programs that (1) meet their specific goals or needs; (2) fulfill certain requirements; (3) align with existing school-, district-, and state-wide regulations and initiatives; and (4) can be adapted and implemented with success in their unique settings. While this document is not by any means an exhaustive accounting of all SEL programs, we hope it will be a useful resource to inform these efforts. The report is intended to exist as a living document that will grow and change over time as we add programs and continue to develop and refine our coding system based on expert input and knowledge from the field.

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.

Public schooling has always been politically fraught, but current disagreements over issues related to race, sexuality, gender, and Covid-19 have reached a tipping point. According to a new report from the Center on Reinventing Public Education and RAND, half of school system leaders say that these disagreements are disrupting schooling.

Almost one in three district leaders also said their educators had received verbal or written threats about politically controversial topics since fall 2021, the report shows.

The findings come from surveys issued to 300 district and charter network leaders and interviews with superintendents. Their responses shed light on how political polarization has affected classrooms and how districts are responding.

There is a consensus among educators, parents, and policymakers that education should focus on supporting essential capacities to help children navigate the world successfully. This broad notion of educating the “whole child” generally includes at least the the abilities to: (1) develop healthy personal relationships, (2) treat others with respect and dignity, (3) develop the cognitive capacity to solve problems and think creatively, (4) succeed in postsecondary education and the labor market, and (5) be a contributing citizen in a democracy. To nurture these capacities, schools should be healthy, caring spaces that create a climate of support for equitable pathways for children to reach these goals while also creating a challenging and dynamic learning environment. Social and emotional learning (SEL) is critical for the development of these capacities.

The Youth Risk Behavior Survey Data Summary & Trends Report: 2011–2021 provides the most recent surveillance data, as well as 10-year trends, on health behaviors and experiences among high school students in the United States (U.S.) related to adolescent health and well-being . These include sexual behaviors, substance use, suicidal thoughts and behaviors, experiences such as violence and poor mental health, social determinants of health such as unstable housing, and protective factors such as school connectedness and parental monitoring . We also highlight disparities in these important outcomes by sex, race and ethnicity, sexual identity, and sex of sexual contacts .

This report is developed by the Centers for Disease Control and Prevention’s (CDC) Division of Adolescent and School Health (DASH) to highlight the national Youth Risk Behavior Survey (YRBS) data collected every two years among
a nationally representative sample of U.S. high school students.

Inspirational video to prepare children for the world by educating the heart

Source: Dalai Lama Center for Peace and Education