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. Also of interest is a review of SEL activity in a number of different countries developed by the Marcelino Botin Foundation.
CASEL’s Key Skills in Social and Emotional Learning
- 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
Videos of Possible Interest
- PAX Good Behaviour Game
- Social and Emotional Learning After School
- Jane McGonigal: Gaming can make a better world
- A More Accurate RULER – Yale Center for Emotional Intelligence
- Cyberbullying Toolkit for Educators
- How to Teach Math as a Social Activity
- 4Rs (Reading, Writing, Respect & Resolution) in a 2nd Grade Brooklyn Classroom
- CNN Segment on Emotional Intelligence
- News Story about Cool School video game
- Emotional Intelligence: An Overview
- Conflict of Friends
- In a Responsive Classroom
- Smart Hearts: Social and Emotional Learning Overview
See MORE VIDEOS...
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.
|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.|
|Guidelines for personal disclosure (for teachers)||Pdf document that sets forward guidelines (for teachers) for disclosing personal information within the bounds of social and emotional learning programs. Written above title on document: NCIP (National Curriculum Integration Project).|
|Cooperative Problem-Solving : A Guide to Turning Conflicts into Agreements||This 56-page pdf is a guide designed for people who want to know how to resolve conflicts with other people in a way that leads to mutual agreements and stronger relationships. It was developed as a workbook for a workshop of the same title, but it can be used independently. Based on the book Getting to Yes, the Guide addresses: - Treating conflict as a natural resource - How to attack problems while respecting people - Raising an issue in a constructive manner - Exploring opposing positions to discover shared interests - Generating options to address all partiesâ€™ needs - Crafting clear and healthy solutions - Dealing with differing perceptions - Managing emotions - Insuring two-way communications - Choosing when to use a cooperative approach - Being a peacemaker while resolving conflicts|
|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.|
|Getting to Know You - Classroom Activities for Starting Off the School Year from Morningside Center||As a new school year begins, teachers and students renew relationships after the long summer break, see new faces, and establish their routines for the year. The activities in this packet are designed to help you get the year off to a good start by engaging you and your students in getting to know each other, practicing listening skills, and discussing the values that will shape your classroom community. There are separate sets of activities for grades Pre-K to 2, grades 3 to 5, and grades 6 to 12. They are adapted from exercises in the Resolving Conflict Creatively Program and the 4Rs Program (Reading, Writing, Respect & Resolution) developed by the Morningside Center.|
|Conflict resolution education and Social emotional learning programs: A critical comparison||Pdf document that compares and contrasts Social and emotional learning programs to Conflict resolution education, with bibliography. Part of the results of the National Curriculum Integration Project.|
|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 â€“ 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|
|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.|
|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.|
|Positive impact of social and emotional learning kindergarten to eighth grade students, The||51-page PDF technical report which, "summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary and middle-school students â€” that is, programs that seek to promote various aocial and emotional skills. Collectively the three reviews included 317 studies and involved 324,303 children. SEL programs yielded multiple benefits in each review and were effective in both school and after-school settings and for students with and without behavioral and emotional problems. They were also effective across the K-8 grade range and for racially and ethnically diverse students from urban, rural, and suburban settings. SEL programs improved studentsâ€™ social-emotional skills, attitudes about self and others, connection to school, positive social behavior, and academic performance; they also reduced studentsâ€™ conduct problems and emotional distress. Comparing results from these reviews to findings obtained in reviews of interventions by other research teams suggests that SEL programs are among the most successful youth-development programs offered to school-age youth. Furthermore, school staff (e.g., teachers, student support staff) carried out SEL programs effectively, indicating that they can be incorporated into routine educational practice. In addition, SEL programming improved studentsâ€™ academic performance by 11 to 17 percentile points across the three reviews, indicating that they offer students a practical educational benefit. Given these positive findings, we recommend that federal, state, and local policies and practices encourage the broad implementation of well-designed, evidence-based SEL programs during and after school."|
|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."|
|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.|
|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.|
|Communication for competency||Word document exploring nonverbal and verbal communication with emphasis on direct and indirect language, with exercises.|
|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 â€œpeace helpersâ€ 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.|
|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 childrenâ€™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.|
|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.|
|SACSC Toward a safe and caring secondary curriculum||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 "purpose of the Society for Safe and Caring Schools and Communities Toward a Safe and Caring Curriculum Secondary Unit and Lesson Plans web-based resource is to provide units, lesson plans and other resources that integrate safe and caring knowledge, skills and attitudes into all subject areas in the Alberta secondary curriculum... this resource was developed by Alberta reachers in whose classrooms the accompanying lessons have been field tested." The lessons address 6 topics: Living Respectfully; Developing Self-Esteem; Respecting Diversity and Preventing Prejudice; Managing Anger; Dealing with Bullying; and Resolving Conflicts Peacefully for junior and senior high school students.|
|Confidentiality||Pdf document which discusses the concept of confidentiality in social and emotional learning environments. Written above title on document: NCIP (National Curriculum Integration Project).|
|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.|