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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
Beginning with the Children - A guide to creating a Peace Helpers program, grades K-2 This 73-page guide presents a field-tested, step-by-step process schools can use to train and support young students (K-2) in serving as “peace helpers” in their classrooms. After training sessions to develop their skills in listening, handling feelings, and mediating conflicts, they help their teacher establish a peace corner. Upon request they are available to work in the peace corner, listening to a student who is upset or helping two classmates talk out a conflict. Chapter 1 of the guide describes the Peace Helpers Program at P.S. 24 in Brooklyn, NY, to provide a vision of what's possible. Chapter 2 describes the ingredients for a successful program and a process a school planning team can use to decide whether now is the time for a Peace Helpers Program at their school. Chapters 3, 4, and 5 describe the steps for establishing and sustaining the program, including detailed agendas for workshop sessions to train the peace helpers. The Appendix has handouts for the peace helpers' training and other aids for implementing the program.
Kids Working It Out Resource Appendix A listing of books, publications and websites provided in the appendix to Tricia S. Jones and Randy O. Compton (Eds.) 2003 book Kids Working It Out: Stories and Strategies for Making Peace in Our Schools.
Conflict resolution: Citizenship education for young people with special needs 27-page PDF document which aims to, "develop positive models for dealing with conflict and to practise appropriate responses to deal with conflict." Includes examples of use of universal access symbols to increase retention and understanding when working with low literacy participants and students in special education classrooms.
Needham experience: a district's commitment to social and emotional learning Powerpoint presentation of the Needham School District's experience with a comprehensive social and emotional learning program.
Don't Laugh at Me Teachers Guide: Grades 2-5 Creating a Ridicule-Free Classroom Don't Laugh At Me provides an effective tool for establishing a caring climate in which the emotional and physical abuse children suffer because of peer ridicule, bullying and other asocial behaviors is far less likely to occur. Operation Respect developed the Don't Laugh at Me (DLAM) programs, one for grades 2-5, another for grades 6-8 and a third for summer camps and after-school programs. All of the programs utilize inspiring music and video along with curriculum guides such as this one based on the well-tested, highly regarded conflict resolution curricula developed by the Resolving Conflict Creatively Program (RCCP) of Educators for Social Responsibility (ESR). Visit http://www.operationrespect.org to sign up for the full free curriculum kit which includes evaluations, CD and Video along with the curriculum guides.
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.
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.
Verbal active listening skills Document which outlines the five verbal listening skills (Acknowledging, paraphrasing, reflecting, questioning and crediting), the rest of the document examines non-verbal listening skills.
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.
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.
Developing and Assessing School Culture: A New Level of Accountability for Schools This 8-page CEP position paper argues that education in our nation is at a defining moment, one with the potential to reshape our national conversation about school improvement. Successful schools--ones that foster both academic excellence and ethics--have positive school cultures (or "climates"). CEP defines a positive school culture broadly to include all aspects of school life, including a safe and caring environment, a powerful pedagogy and curriculum, student motivation and engagement, professional faculty culture and relational trust, parent partnerships, and community collaboration. The paper presents case studies and educational research showing the impact of school culture on students' academic achievement and social behavior. Because a positive school culture is central to student success, the authors argue we must address how to help all schools develop effective cultures. Since what gets measured matters, schools must also be held accountable for having positive school cultures and must have tools for assessing their culture. If we are to prepare students to be lifelong learners and 21st century ethical citizens, we must develop a new "school report card" that includes not only test scores but also concrete indicators of the quality of school culture.
Social and emotional competencies -- grades K-12 Word document in table format which lists social and emotional skills and the behaviors manifested at particular grade levels.
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.
Photocards of Feelings Photocards of feelings developed for grades 7 and 8 in the U.K. These cards provide a stimulus for children to explore and develop their feelings vocabulary. Includes feelings key and sample discussion questions.
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.
Conflict resolution education: models, relationships to other fields Powerpoint presentation examining conflict resolution education and its relationship to fields such as peace studies, law related education and social and emotional learning.
Let's Be Friends Elementary Curriculum Grades 2-3 A prevention curriculum teaching young children positive social skills, "Let's Be Friends" presents useful tools that enable students to co-create a positive social environment that fosters kindness, compassion and responsibility. The 45-page pdf provides 8 lessons targeted toward early elementary students. Lesson One: Positive Attributes Lesson Two: Internal & External Strengths Lesson Three: What is a Friend? Lesson Four: Qualities of Friends Lesson Five: Understanding Conflict Lesson Six: Building Empathy Lesson Seven: Ways to be a Friend Lesson Eight: Reflecting on Friendships
How to talk so kids will listen & listen so kids will talk Document summarizing Adele Faber and Elaine Mazlish's work of the same title, with instructions to increase listening skills, help children deal with feelings, provide praise and use alternatives to punishment, with role playing exercises.
Social and emotional learning (SEL) and student benefits 12-page pdf document brief which "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 research for SS/HS grantees."
Children at risk, violence in our home Two diagrams, one outlining the ways in which children may be at risk, such as physical, sexual and emotional abuse, the second diagram shows ways in which at risk children have problems in school, such as acting out, falling asleep, and no respect for authority.