Promoting the Social, Emotional, and Academic Learning of
Millions of Young People
Roger P. Weissberg
Novo Foundation Endowed Chair in Social and Emotional LearningUniversity of Illinois at Chicago (UIC)
President and CEOCollaborative for Academic, Social, and Emotional Learning (CASEL)
Social and Emotional Learning Research Group
Department of Psychology
A Coordinated District-wide Model forAcademic, Social, and Emotional Learning
Coordinated mental health and health services
Systematic classroom-based SEL instruction and a
supportive school climate
School-family-community partnerships
After-school and community activities
Collaborators Care about Context, Connections, and Competence
1. Readings
2. Who is in the room?
3. Agenda and Goals
Readings
1. SEL Alliance for Massachusetts
2. Guidelines on Implementing SEL Curricula (MA Dept of Elementary and Secondary Education)
3. Creating Safe, Healthy, and Supportive Learning Environments to Increase the Success of All Students (MA Behavioral Health and Public Schools Task Force)
Who Is in the Room?
John D’Auria, Teachers 21
Larry Dieringer, Educators for Social Responsibility
David Zussman & Debbie Peck, Boston Development Group
Nova Biro & Nancy McKay, Open Circle
Nicholas Covino, MA School of Professional Psychology
Roxann Kriete, Responsive Classroom
Joan Duffell, Committee for Children
Mitch Lyons, GetPsychedSports.org, Inc.
And Others
Agenda and Goals:Promoting SEL in K-12 Education
Educators Panel: From Theory to Action
DESE Initiatives, Frameworks, and Guidance
Putting Good Ideas to Work
Bringing SEL to Children’s Lives
• Curriculum, School Programs, and Student Activities
• Staff Activities, Support, and Professional Development
• School- and District-level Organization and Leadership
• Data Collection to Assess Progress and Outcomes
• Public Policy and Advocacy
Next Steps
Children Must Be a National Priority
No higher cause can trump that obligation – not a church, and
certainly not a football program. And not even a lifetime of heroism can make up for leaving a single child
alone, abandoned to evil, weeping in the dark.
- Ross Douthat (2011)
The more SEL promotes these capacities, the better off the world will be!
Manhood that is rooted in a sense of humanity, in peace, in love, in nonviolence, in honesty and
transparency, in constant self-criticism and self-reflection, and in respect and honor of women and
girls, again, as our equals.- Kevin Powell (2011)
Some [people] see things as they are and ask why.
I dream things that never were and say why not.
—Robert Kennedy
Objectives of Today’s Presentation
Professional focus Pose key questions and core beliefs Overview research, practice, and policy advances
in social and emotional learning (SEL) Summarize CASEL’s National SEL Initiative Discuss future priorities to advance SEL in
Massachusetts
Professional Focus—Since 1976
How can schools, families, and communities partner to promote positive outcomes in children and youth?
Actionable, Feasible, Research-based Family, School, and Community Approaches
1. Support and strengthen family functioning2. Sustained relationships with caring adults3. Provide high-quality education4. Connecting students and their schools5. Make communities safe and supportive for children6. High quality out-of-school-time programs7. Provide children and youth with opportunities to
build social and emotional competence
Collaborative for Academic, Social, and Emotional Learning (CASEL)
CASEL was founded in 1994 to make SEL an essential part of every child’s education.
Advance the science of SEL Expand effective SEL practice Improve federal and state policies
CASEL serves as strategist, collaborator, convener, and supporter for the SEL community
www.casel.org
Key Questions and Core Beliefs
1. Are people with better social and emotional skills more likely to succeed in school and life?
2. Can social and emotional skills be taught?3. Will children be better prepared for college and life if
we teach social, emotional, and academic skills?4. How can we ensure that teachers teach social and
emotional skills effectively?5. Can research inform educational practice and policy?6. Can a group of SEL collaborators improve the
education of pre-K to 12 students across the US?
Essential Questions Each Community Must Answer
What do we want our children to be, to know, and to be able to do when they graduate?
How can the entire community be organized to ensure that all students reach the stated goals?
Risky Youth Behaviors and Attitudes: Prevalence for High School Students
■ Physical fight 1 or more times (12 mos.): 31%■ Carried a weapon (30 days): 17%■ Bullied at school (past 6 months):
28%■ 5 or more drinks in a couple of hours (30 days): 24%
■ Seriously considered attempting suicide: 14%■ Sexual intercourse with > 3 people: 14%■ Chronically disengaged from school: 40-60%
Social and Emotional Skills and Attitudes: Prevalence for 6th to 12th graders
How people you know well would rate you on:■ Thinking through the results of your 29%
choices, planning ahead■ Caring about others’ feelings, feeling sad 45%
when a friend is unhappy, being good at making and keeping friends
■ Respecting the values/beliefs of people of 43%different races/cultures
■ My school provides a caring, encouraging 29%environment
1997: CASEL Defines the Field of SEL
What is Social and Emotional Learning?
Social and emotional learning (SEL) is a process through which children and adults learn to recognize and manage emotions, demonstrate care and concern for others, develop positive relationships, make good decisions, and behave ethically, respectfully, and responsibly.
SEL
Self-awareness
Social awareness
Relationship skills
Responsible decision making
Self-management
Form positiverelationships, work
in teams, deal effectively with conflict
Make ethical, constructive choices about personal and
social behavior
Manage emotions and behaviors
to achieve one’s goals
Show understanding
and empathy for others
SEL Is a Process of Acquiring Knowledge, Attitudes, and Skills
Related to Five Core CompetenciesRecognize one’s emotions,
values, strengths, and limitations
A Caring, Connected, Responsible, Contributing Problem Solver
• STOP, CALM DOWN, & THINK before you act
• Say the PROBLEM and how you FEEL
• Set a POSITIVE GOAL
• THINK of lots of SOLUTIONS
• THINK ahead to the CONSEQUENCES
• GO ahead and TRY the BEST PLAN
THINK
GO
STOP
Learning Environment
■Safe & well-managed■Respectful & supportive■High expectations & challenging■Participation & leadership■Behavioral standards & prosocial norms
Less
Teacher lectureTeacher interventionExternal rewardsInflexible disciplineIndependent seatworkParent-school isolation
MoreStudent inputStudent problem solvingSelf-assessmentNatural consequencesCooperative learningSense of partnership
Promoting Students’ Autonomy, Belonging, and Competence
SEL Conceptual Framework
Social and Emotional Learning
Coordinated School, Family,
and Community
Programming
Academically Successful
Healthy
Engaged Citizens
Good Social Relationships
What are the Latest Research Advances?
Does SEL programming positively affect students?
22 (.57) 9 (.23) 9 (.24) 9 (.22)10 (.24)11 (.27)
■ Social-emotional skills■ Attitudes ■ Positive social behavior
■ Conduct problems
■ Emotional distress
■ Academic performance
OutcomesPercentile Imp & (ES)
—Durlak et al. (2011)
Longitudinal Findings from the Seattle Social Development Project at Age 21
■ More high school graduates
■ More attending college
■ More employed
■ Better emotional and mental health
■ Fewer with a criminal record
■ Less drug sellingCost-benefit: $3.14/student for $1 invested
—Hawkins et al. (2008)
Are SEL programs conducted by existing school staff effective?
Social-emotional skillAttitudes Positive social behaviorConduct problemsEmotional distressAcademic performance
Teacher Researcher
—Durlak et al. (2011)
Does the quality of implementation affect student outcomes?
Social-emotional skillsAttitudes Positive social behaviorConduct problemsEmotional distressAcademic performance
Implementation Problems?
No Yes
—Durlak et al. (2011)
How do we develop students’ social and emotional skills?
■ Sequenced, Active, Focused, Explicit (SAFE)■ Adults and students model SEL skills and discuss
relevant situations■ Developmentally/culturally competent instruction
and community-building activities■ Opportunities for students to contribute to their
class, school, and community
Effects of SEL Participation on Teachers:Self-reported Survey Responses
96 10088
96
79 83
Problem-solving Comm. w/ students Dealing w/ stress
% 6th-grade teachers reporting improvement
% 9th-grade teachers reporting improvement
Principals’ Responses
The training I received from CASEL has taught me to recognize the relationship between my feelings and my job performance as a school leader.
I am definitely more in touch with my values as an educator as a result of working with SEL at my school. I realize that it is not just about academics; rather we are responsible for nurturing the entire child and SEL assists us in doing that.
Effectiveness of SEL Worldwide
Failure or refusal to adopt and appropriately support the implementation of SEL/SFL programmes is equal to depriving children and youngsters of crucial and scientifically substantiated opportunities for their personal, social and academic development.
This would be a flagrant violation of the United Nations Convention of Children’s Rights.
—Diekstra, p. 261 (2008)
Implications for Practice & Policy
SEL needs support Implementation matters
Supported by federal and state policies, leadership, and professional development
SEL is doable Good results from programs run by existing
school staff
SEL works Multiple positive outcomes including academic
achievement
Across grade levels and contexts
CASEL’s National Initiative for Social and Emotional Learning
The National Initiative for Social and Emotional Learning
1. Support systemic SEL in collaborating districts.2. Conduct research on district-wide SEL and develop tools to
accelerate high-quality implementation nationwide.3. Partner with SEL program providers, colleges of education, and
professional organizations to scale SEL.4. Promote state standards, guidelines, and policies .5. Promote federal policies that encourage SEL.6. Strategically communicate to foster widespread demand for
SEL as an essential part of education.
Safe and Sound: An Educator’s Guide to Evidence-based SEL Programs
© CASEL 2008 38
What Does Schoolwide SEL Look Like?
SEL School
Classrooms
Lunchroom
Hallways
Teacher’s Lounge
Afterschool/Extracurriculars
PlaygroundFront Office
Bus
Bathrooms
Student Support
Parent/teacher conferences
Sustainable Schoolwide SEL: Implementation Guide and Toolkit
Readiness phase
Planning phase
Implementation phase
Sustainability factors
Sustainable Schoolwide Social and Emotional
Learning (SEL)
Collaborative for Academic, Social, and Emotional Learning
Elizabeth DevaneyMary Utne O’Brien
Hank ResnikSusan Keister
Roger P. Weissberg
IMPLEMENTATION GUIDE AND TOOLKIT
Strategies for District-wide SEL
■ Assess SEL-related needs and resources ■ Develop SEL vision and long-term plans■ Communicate with stakeholders■ Align budgets and staffing■ Implement professional development■ Develop SEL learning standards and assessments■ Adopt evidence-based programs■ Integrate SEL with family and community initiatives■ Monitor process and outcomes■ Participate in learning community with other districts
A Coordinated District-wide Model forAcademic, Social, and Emotional Learning
Coordinated mental health and health services
Systematic classroom-based SEL instruction and a
supportive school climate
School-family-community partnerships
After-school and community activities
Collaborating Districts Initiative
1. Anchorage, Alaska2. Austin, Texas3. Cleveland, Ohio4. Chicago, Illinois5. 4 additional top-200 size districts
Conduct District-wide SEL Evaluation with the American Institutes for Research
3. School climate
4. SEL competencies
5. Student behaviors
6. Academic performance
1. SEL implementation process
2. Coordinated school-wide and classroom practices
Preschool Standards for Social and Emotional Learning
Pennsylvania Preschool Standards for Social and Emotional Learning
Social and Emotional Development:Learning About Myself and Others
Self-concept (Identity)
Self-regulation
Pro-social relationships with adults
Pro-social relationships with peers
Illinois K-12 Social and Emotional Learning Goals
Develop self-awareness and
self-management skills to achieve school and life
success.
Use social-awareness and interpersonal
skills to establish and
maintain positive relationships.
Demonstrate decision-
making skills and responsible
behaviors in personal, school, and community
contexts.
Self Other Decision-making
Federal Policy
■ HR 2437 - Academic, Social, and Emotional Learning Act
■ Reauthorize ESEA (No Child Left Behind) to incorporate SEL as part of teacher and administrator education
■ Work with federal agencies (e.g., the US Department of Education) on ways to incorporate evidence-based SEL in their initiatives
Why Implement SEL in Schools?
■ Relationships provide a foundation for learning■ Emotions affect how and what we learn■ Relevant skills can be taught■ Positive effects on academic performance,
health, relationships, and citizenship■ Demanded by employers■ Essential for lifelong success■ A coordinating framework for prevention and
youth-development programs
A Systematic Approach to Develop and Assess SEL
■Standards: Clear statements about what students should know and be able to do
■Curriculum and instruction: Evidence-based classroom and school-wide programs and practices
■Professional development: For district and school administrators, teachers, and support staff
■Assessments: Including an indicator system to link SEL standards to outcomes
Future Priorities to Improve the SEL of Millions of School Children
■ Collaboration with 8 large districts and other socio-demographically diverse districts
■ Evaluating the CDI and creating tools for scaling up with districts and schools across the US
■ Advancing state and federal policies■ Communications to create a new vision of
education that works for 21st century children
Take-Home Messages
We can not always build the future for our youth, but we can build the youth for our future.
—Franklin D. Roosevelt
Education is the most powerful weapon you can use to change the world.
—Nelson Mandela
A Vision for Education in Massachusetts, the United States, and the World
All students are engaged learners who are self-aware, self-disciplined, caring, respectful, connected to others, responsible decision makers, and academic achievers.
Students are contributing in positive ways to their school, family, and community.
Educators, students, families, community members, and researchers work together to support the healthy development of all students.
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