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Social and Emotional Learning

Social and emotional learning programs develop critical competencies in children. Emotionally competent children are happier and more productive. Schools offer a wonderful opportunity to provide social and emotional education. And schools themselves may benefit from doing so as Jonathan Cohen suggests (2000, p. 5):

In recent years, there has been growing concern that more and more children are distressed, disturbed, and not motivated to learn. We all know that psychological and, too often, physical violence complicate and often derail educators and children’s capacity to teach and to learn. . . On a typical school day, over 135,000 students bring weapons to school (Hamburg, 1992; Mott Foundation, 1994). Today, 25% of American 10 to 17 year old children suffer from school adjustment problems, problems that are predictive of later, more serious problems (Dryfoos, 1990). As students move into the adolescence (14 to 17 year olds), recent studies show that 35% of our children engage in high-risk behavior. Between 15 and 22% of our nations youth experience social, emotional and other problems that necessitate mental health treatment. And, approximately 80% of them are not receiving needed services (Dryfoos, 1997). These and related findings about the distressing state of children nationally and internationally have intensified our search for more effective ways by which that we can help our children develop into responsible, caring and healthy individuals.

The Collaborative for Academic, Social and Emotional Learning is a good source of information and support. For instance, you can find a collection of sample SEL activities and a quick introduction to SEL on their website. CASEL has put forth guidelines for SEL programs (Elias & Weissberg, 2000) that explain the best ways to implement programs at the classroom, school and district levels. They detail the skills that are the focus of SEL efforts.

CASEL’s Key Skills in Social and Emotional Learning

  • Self-Awareness
  • Recognizing and naming one’s emotions.
  • Understanding the reasons and circumstances for feeling as one does.
  • Self-Regulation of Emotion
  • Verbalizing and coping with anxiety, anger, and depression.
  • Controlling impulses, aggression and self-destructive, anti-social behavior.
  • Recognizing strengths in and mobilizing positive feelings about self, school, family and support networks.
  • Self-Monitoring and Performance
  • Focusing on tasks at hand.
  • Setting short- and long-term goals.
  • Modifying performance in light of feedback.
  • Mobilizing positive motivation.
  • Activating hope and optimism.
  • Working toward optimal performance states, learning how to achieve flow.
  • Empathy and Perspective Taking
  • Becoming a good listener.
  • Increasing empathy and sensitivity to others’ feelings.
  • Understanding others’ perspectives, points of view and feelings.
  • Social Skills in Handling Relationships
  • Managing emotions in relationships, harmonizing diverse feelings & viewpoints.
  • Expressing emotions effectively.
  • Exercising assertiveness, leadership, and persuasion.
  • Working as part of a team/cooperative learning groups.
  • Showing sensitivity to social cues.
  • Exercising social decision-making and problem-solving skills.
  • Responding constructively to interpersonal conflict.

2008 Meta-Analysis of SEL Programs

Some of the most compelling information supporting SEL comes from findings of the largest, most scientifically rigorous review of research ever done on interventions that promote children’s social and emotional development. This review of more than 700 studies published through 2007 included school, family, and community interventions designed to promote social and emotional skills in children and adolescents between the ages of 5 and 18. This large sample of studies was divided into three main areas: studies about (a) school-based interventions, (b) after-school programs, and (c) programs for families.

Results of the school-based research, which included 207 studies of programs involving 288,000 students, is of key relevance here. In this meta-analysis (study of studies), researchers used statistical techniques to summarize the findings across all the studies and found a broad range of benefits for students:

  • 9% decrease in conduct problems, such as classroom misbehavior and aggression
  • 10% decrease in emotional distress, such as anxiety and depression
  • 9% improvement in attitudes about self, others, and school
  • 23% improvement in social and emotional skills
  • 11% improvement in achievement test scores

More information on the research results is available in a CASEL briefing paper and as an archived teleconference.

Videos of Possible Interest

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Sample Catalog Resources

Below you'll find a randomized listing of up to 20 related items (we may have more...) drawn from our Resource Catalog.

Resource Title Description Links
Iconic communication activity Word document which presents iconic communication activity taken from M. Remland's, "Gesture and Movement as Iconic Communication Activity."
SACSC Elementary unit and lesson plans Web site developed by the Society for Safe and Caring Schools and Communities in Edmonton, Alberta, Canada whose mission "is to encourage home, school and community practices that teach, model and reinforce socially responsible and respectful behaviors, so that living and learning can take place in a safe, caring and inclusive environment. Achieving this mission requires the involvement not only of parents, teachers, and children, but of all the important adults in children’s lives." The site houses a number of lesson plans and educational units "focusing on adult modeling, the SACSC programs prevent negative social behavior through character education, conflict management training and building respect for diversity. They promote a problem-solving approach to discipline that encourages positive social behavior by expecting young people to fix the wrong they have caused, thereby learning from their mistakes." They focus on 5 topics: Living Respectfully; Developing Self-Esteem; Respecting Diversity and Preventing Prejudice; Managing Anger and Dealing with Bullying and Harassment; and Resolving Conflicts Peacefully for grades K-6.
Using encouragement Document which discusses discouraging verbal messages, encouragement and how to teach problem solving skills adapted from Robert J. Mackenzie's book, "Setting limits in the classroom: How to move beyond the classroom dance of discipline."
Social and Emotional Aspects of Learning School Posters The Social and Emotional Aspects of Learning (SEAL) materials from the UK Primary National Strategies curriculum provide seven posters for use across the school. They are available for download as pdfs (see attachments in site sidebar). The topics include the following:Feelings detective – understanding my feelings and understanding the feelings of others. These two posters support children when trying to recognise their own feelings and the feelings of others.AssertivenessThis poster uses the ideas covered in the theme sets and provides a reminder about how we might behave assertively rather than timidly, aggressively or manipulatively.Problem solvingThis poster outlines a problem-solving process that might be used in social or learning situations.Peaceful problem solvingThis poster provides a reminder of the SEAL approach to resolving conflicts within the school.Circle timeThis poster is an aid to those who use circle time and provides useful reminders for children to ensure the sessions are positive and productive.The FightThis is a copy of The Fight by L. S. Lowry. It is used as a stimulus for work in Say no to bullying
Conflict Resolution Education: A Guide to Implementing Programs in Schools, Youth-Serving Orgs A manual in pdf format providing an overview of various models for conflict resolution education program implementation. The first chapter defines conflict as a natural condition and examines the origins of conflict, responses to conflict, and the outcomes of those responses. It introduces four approaches to implementing conflict resolution education. Each of the next four chapters discusses one of these approaches and presents examples of programs that use the approach. One chapter describes an approach to conflict resolution education characterized by devoting a specific time to teaching the foundation abilities, principles, and one or more of the problemsolving processes in a separate course or distinct curriculum. Another chapter describes an approach in which selected, trained individuals provide neutral third-party facilitation in conflict resolution. A chapter presents an approach that incorporates conflict resolution education into the core subject areas of the curriculum and into classroom management strategies, and another chapter presents a comprehensive whole-school methodology that builds on the previous approach. The next two chapters address conflict resolution education in settings other than traditional schools. The final three chapters address more overarching topics: conflict resolution research and evaluation; a developmental sequence of behavioral expectations in conflict resolution; and the process of developing, implementing, and sustaining a conflict resolution program.
Spatial invasion Word document with role play to emphasize personal space and boundaries.
Feelings Detective Posters These two posters, designed for primary age students in the U.K., support children when trying to recognise their own feelings and the feelings of others.
Learning Skills of Peace through Every Day Conflicts Practical Activities and Resources for Families, Teachers and Other Caregivers. Noting that the conflicts arising daily for young children provide an opportunity for adults to model and teach skills for handling conflict peacefully, this guide provides tips for preventing unnecessary conflict, offers "first aid" for conflict moments, and provides resources for addressing common situations that can cause conflict. Developed cooperatively by Ohio's Commission on Dispute Resolution and Conflict Management, Head Start Association, and Department of Education Division of Early Childhood, with implementation facilitated by many Ohio public libraries, the guide is comprised of 40 thematic units of instruction for the early childhood setting, with most units accompanied by home cards providing tips for preventing conflict and suggested activities. Each unit contains information on the importance of the topic for conflict management and its link to peace, suggested books, activities, and copies of home cards. The 40 units cover: (1) anger and aggression; (2) art; (3) bad day; (4) bad language; (5) bathtime; (6) bedtime; (7) behavior; (8) big and little; (9) big brother, big sister; (10) biting; (11) conflict; (12) cultural diversity; (13) death; (14) disabilities; (15) divorce; (16) dressing; (17) family; (18) fears; (19) feelings and emotions; (20) free choice; (21) lying; (22) mealtime at school; (23) mistakes; (24) nap time at school; (25) new baby; (26) teaching the problem-solving process; (27) safety; (28) school; (29) security objects; (30) self-esteem; (31) sharing; (32) siblings; (33) sickness; (34) stealing; (35) stress; (36) tantrums; (37) time out; (38) transitions; (39) whining and nagging; and (40) work. Also included in the guide are additional resources, such as a list of books for each unit, information on child development and child needs from birth to five years, and suggested readings for teachers and parents.
Integrated lessons: Collection from the National Curriculum Integration Project Pdf document presenting a series of lessons for both language arts and social studies classes which examine conflict, explore positive solutions and examine how issues of culture and bias, social and emotional learning and law related education impact conflict and its resolution. Written above title on document: NCIP (National Curriculum Integration Project).
What have I done: Victim empathy pack responsibility exercises 13-page Word document presenting a "new victim empathy resource designed to keep victim awareness high in Restorative Justice practitioner's priorities." Contains a number of exercises about taking responsibility for one's actions and exploring feelings.
Circle Time Poster This poster, designed for use with primary age students in the U.K., is an aid to those who use circle time and provides useful reminders for children to ensure the sessions are positive and productive.
VOV activities: Preventing feelings of isolation through trust and cooperation, grades 7-12 6-page PDF with activities for 7-12 graders to improve communication skills and build trust.
Role play : The power of dialogue fact sheet Pdf document that presents a role play dialogue between the parent of a middle school child, a middle school teacher and a principle, with background information on characters and a case overview.
Nonviolence: An Assertive Approach to Conflict This 50-minute activity lesson plan takes the Occupy Wall Street protest movement as a jumping off point to explore different approaches to resolving conflicts. The lesson is structured to help students explore what escalates/deescalates conflict; look at the difference between aggressive, submissive and assertive responses to conflict; focus on nonviolent action as an assertive response to conflict; and learn about Occupy Wall Street's use of nonviolence as a strategy.
2010-2011 Playworks Playbook Playworks is a non-profit organization whose mission is to improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play. The Playbook, a 390-page pdf, provides full descriptions of games and activities appropriate for K-5 school children. They are organized in the following categories: Ice Breakers; Readiness Games; Tag Games; Cooperative Games; Core Playground Games and Sports; Core Games Modifications; and Health and Fitness - FitKid Program. Also included is structured curriculum in Violence Prevention and Peace Promotion. The Violence Prevention materials focus on providing students with a set of foundation skills for preventing violence using a framework called the Five Fingers of Safety. The Peace Promotion materials focus on proactive measures to encourage and foster a healthy community, and can be used with a variety of student groups.
Positions and interests Pdf document that describes an exercise in negotiation and problem solving to be used with children in grades 5-8, with a worksheet at end of document.
It's about Relationships: Creating Positive School Climates When teachers wonder "What should I do?" in response to challenging student behaviors, the answers are not as simple as they might seem. What teachers can do also depends, at least in part, on external demands (e.g., discipline codes, principal expectations, time pressures on teaching content and testing) that can either facilitate or thwart positive resolutions of conflicts. The most effective teachers in working with challenging students had very positive relationships with them. For years, many school districts have provided training or support around positive discipline but with little evidence of improving the culture of punishment that pervades many New York City schools. This author found that most educators were not directly trained in the strategies their schools were trying to implement. Positive Behavioral Interventions and Supports (PBIS) is a tiered framework of positive behavior systems in a school. Success depends on having clear expectations that are taught, rehearsed, and reinforced consistently across settings. In spring 2012, The Atlantic Philanthropies awarded a three-year, $300,000 grant to the consortium that helped cover start-up costs, technology, and professional development. With this grant, the consortium has sought to support schools regarding student behavior. This was the beginning of what would become the Positive Learning Collaborative (PLC), an initiative jointly run by the United Federation of Teachers and the New York City Department of Education to help educators create positive school environments. The Positive Learning Collaborative (PLC) is a holistic approach that focuses on teaching reflective and restorative practices and was implemented in the New York City school system. To that end, educators are coached to be mindful of their own internal dialogue and to teach students coping skills to deal with feelings such as anger and frustration.
The Elementary Child: Teaching to the Spirit, Teaching for Peace This combined 2-part article (published in 2 separate issues of Montessori Leadership), provides an overview of how Cathleen Haskins implemented a peace education curriculum in a Montessori classroom. It provides information on Montessori's call for peace education, and specific details on the curriculum autonomously created (activities and exercises) and used with students aged 6-9 years, in both a public Montessori and private.
Harmony Island STAR and APE Activity Handouts This 6-page pdf provides colorful poster and handout examples excerpted from the Teacher's Guide for Harmony Island by Academic Edge, Inc. Harmony Island is a multimedia-enhanced conflict resolution curriculum designed to help learners broaden their understanding of conflicts and develop their conflict resolution skills. Students are introduced to core strategies that have proven to be effective in conflict resolution. STAR (Stop, Think, Act, Refect) is a series of steps learners can take to think about and avoid or resolve conflicts. APE (Active Listening, Problem Solving, and Emotional Awareness) is an acronym that summarizes some of the key skills involved in avoiding and resolving conflicts. The full teachers guide and information on purchasing the game materials is available via www.harmonyisland.org
Social emotional learning scenario Web-based interactive resource which introduces social emotional learning which "refers to knowledge, habits, skills and ideals that are at the heart of a child's academic, personal, social, and civic development ... this type of learning enables individuals to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish and maintain positive relationships, and handle challenging situations effectively."