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
- Conflict of Friends
- Smart Hearts: Social and Emotional Learning Overview
- Jane McGonigal: Gaming can make a better world
- 4Rs (Reading, Writing, Respect & Resolution) in a 2nd Grade Brooklyn Classroom
- CNN Segment on Emotional Intelligence
- Social and Emotional Learning After School
- In a Responsive Classroom
- News Story about Cool School video game
- How to Teach Math as a Social Activity
- PAX Good Behaviour Game
- A More Accurate RULER – Yale Center for Emotional Intelligence
- Emotional Intelligence: An Overview
- Cyberbullying Toolkit for Educators
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.
|Flirting or hurting?: Teacher guide, grade 6-9||9-page PDF teacher's guide which accompanies 3 filmed programs on sexual harrassment, "two of the modules target students, and one targets teachers. Throughout the student programs, the host, an older sister character, provides definitions, explanations and insights based on her own experiences ... the two 15-minute classroom programs include breaks for discussions or activities. These programs are appropriate for coeducational Health, Guidance, Family & Consumer Science, English, Social Studies, Physical Education, and New Student Orientation classes, or Vocational shops in grades 6 through 9."|
|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|
|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.|
|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.|
|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.|
|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.|
|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).|
|GIRC Annotated Bibliography of Conflict Resolution Resources||An annotated bibliography from the Global Issues Resource Center on conflict resolution resources covering the topics of bullying prevention, classroom management, and trauma & violence prevention. Includes books, curricula, videotapes, simulations and games.|
|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."|
|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.|
|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.|
|Summary - The Positive impact of social & emotional learning kindergarten to eighth grade students||12-page PDF 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."|
|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.|
|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|
|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.|
|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|
|Role play for nonverbal involvement activity||Word document presenting a role play exercise in nonverbal communication.|
|Five Critical Steps for Reducing Peer Aggression: Early Childhood Practitioner Training Program||STEPS for Early Childhood Practitioners is a comprehensive training program using The Ophelia Project's Five Critical Steps framework. Through this training, Early Childhood practitioners learn to observe aggression in the classroom and develop skills to carefully and consciously change the social climate of preschools and childcare centers. The training modules empower practitioners to integrate using positive language and pro-social norms as part of their everyday interactions with children and also shows how to create lesson plans to promote empathy, conflict resolution, respect, civility, and manners.|
|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).|
|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.|