Presentation highlighting key findings from a poll centered on SEL
Resource summarizing K-12 parent, teacher & principal survey findings that focus on equity-focused education and care
Resource outlining how culturally responsive education (CRE) is intertwined with Social-Emotional Learning (SEL)
Handouts to support schools’ efforts to promote school safety and the ability of children and youth to cope with crisis events
A list of books focused on trauma relief that are recommended by grief and crisis experts working with children
Resource outlining the unique approach of the Basic Ph Model in helping children cope with trauma
A detailed report containing first-ever state-specific report cards that examine state policies to support school mental health
SEL policy brief that highlights three areas where investments of ARP dollars could most effectively bolster systemic implementation of SEL
The Effective Multi-Tiered System of Supports for Whole Child Development webisode series will support states in the process of integrating social-emotional learning and whole child development more fully into their multi-tiered system of supports frameworks to ensure alignment with existing priorities, systems and practices and ultimately provide coherent messaging and support to districts and schools.
This issue of the State Education Standard underscores how hard it has been to build a healthy climate for learning in online settings, as school buildings across the country are shuttered due to the COVID-19 pandemic.
This EdPrepLab practice brief describes the framework that Trinity University’s Master of Arts in Teaching program uses to integrate social-emotional learning, cultural competences, and equity into teacher preparation.
This two-part study offers information on how preservice and in-service teacher training can support good teaching practices and implement SEL in schools, while providing a picture of what SEL looks like when integrated into the school day.
This report provides a framework for considering how measures of SEL and school climate may be incorporated in a multitiered accountability and continuous improvement system that provides useful information about school status and progress at the state, district, and school levels.
This report synthesizes research on how to support educators in developing the knowledge, skills, and dispositions associated with developing the whole child both in preservice and in-service contexts. It addresses both the “what” of teacher and leader preparation—the content educators need to learn about children and how to support their development and learning—and the “how”—the strategies for educator learning that can produce deep understanding; useful skills; and the capacity to reflect, learn, and continue to improve.
This issue focuses on Fordham Institute’s recently completed study of parent perceptions of social-emotional learning entitled “How to Sell SEL: Parents and the Politics of Social-Emotional Learning.” The study not only focuses on overall parent perceptions, but also explores the differences in those perceptions based on political party affiliation (Republican vs. Democrat).