Academy for Social-Emotional Learning in Schools

SEL Basics

15

Sep

Panelists: It’s Time to Re-think the Approach to Social-Emotional Learning in the Classroom

Summary:  This article reports on a panel discussion about the expanding evidence base regarding the value and interconnectedness of social, emotional and academic development during an event hosted by the Aspen Institute.

Source: Pat Donochie, Education DIVE, September 14, 2017

Categories:  SEL Basics, SEL Research, Classroom Practice

15

Sep

Scientists to Schools: Social, Emotional Development Crucial for Learning

Summary:  This article reports on a research brief – the product of a year of work by 28 academic researchers who study issues like student motivation, school climate, and social-emotional learning. The panel, known as the council of distinguished scientists, was organized by the Aspen Institute’s National Commission on Social, Emotional, and Academic Development, which has set out to bring together educators, scientists, policy makers, and philanthropists to clarify a vision for social-emotional learning in schools.-

Source: Evie Blad, Education Week, September 13, 2017

Categories:  SEL Basics, SEL Research, School Culture/Climate, Core Values, Performance Values

13

Sep

Embedding Social-Emotional Learning in High School Classrooms

Summary:  This white paper is the result of 20 years of experience working with secondary school leaders and classroom teachers. Engaging Schools advocates that embedding SEL instruction and support into classroom learning is foundational to reaching all students every day. 

Source:  Larry Dieringer, Engaging Schools, September 12, 2017

Categories:  SEL Basics, SEL Research, School Culture/Climate, Classroom Practice

10

Sep

Study: SEL Tends to Produce More Engaged Citizens, Increased Voter Turnout

Summary:  This article reports on anew Princeton study examined the long-term effects of a 20-year-old program known as Fast Track, one of the earliest and largest programs designed to improve life outcomes for at-risk students by teaching psychosocial skills.  The study found benefits gained from teaching SEL in a variety of categories.

Source:  Amelia Harper, Education DIVE, September 5, 2017

Categories:  SEL Basics, SEL Research, Empathy, Emotional Intelligence

25

Aug

Integrating SEL with ELA, Math, and Social Studies: 5 New Resources

Summary: In partnership with educational leaders in Massachusetts and Pennsylvania participating in the “Collaborating States Initiative”, CASEL has published five new resources to guide state leaders and educators in integrating social and emotional learning (SEL) with classroom instruction.

Source:  CASEL (www.casel.org) August 2017

Categories:  SEL Basics, SEL Research, SEL Teacher Training, Classroom Practice, Student Achievement

23

Aug

An On-Site Advocate for Every Student

Summary:  In this article, Maurice Elias makes a case for an SEL advocate for every student.  Dr. Elias feels that such a program would help to ensure that every child is treated equitably and that the focus would be placed on SEL development.

Source:  Maurice Elias, Edutopia, August 22, 2017

Categories:  SEL Basics, Educational Equity, Student Engagement, Parent Engagement

23

Aug

Teaching Love Over Hate: A Response to the Charlottesville Incident

by Karen Niemi, President and CEO, CASEL (Collaborative for Academic, Social, and Emotional Learning)

Dear CASEL friends:

Like so many of you, I’ve been shaken and horrified by the events of this past weekend in Charlottesville, Va. The prospect of overt and violent hatred and bigotry once again entering the American public square of ideas is abhorrent, and again, a very real threat.

I couldn’t help being struck that so many of the participants in the violence were so young, like 20-year-old white supremacist James Alex Fields Jr., who drove a car into a crowd of counter-protesters, injuring dozens and killing 32-year-old Heather Heyer. So much tragedy. . . a life cut short, and the living are left with pain, heartache, loss, and, for some, the inspiration for violence yet to come.

How could a society capable of nurturing so much beauty and compassion have also produced Mr. Fields? What forces stoked his fears of diversity and emboldened him with hate? How could his life have been different — not to mention the lives of hundreds of KKK members, alt-right supporters, white nationalists, and violent extremists — if he possessed the skills to understand and manage his emotions, feel empathy, and build positive relationships? We will never know.

I’m more convinced than ever that the work we do here at CASEL is part of the solution to this type of bigotry and fear. We believe in the power of education to teach nonviolence, promote understanding, endow children with purpose and meaning, and provide the skills and behaviors that can create a more inclusive, healthy, and positive future.

Our board chairman, Timothy Shriver, perfectly summed up what we must do to succeed when he said, “I want to change the cycle of stigma and prejudice that destroys lives all over the world every day. Until we can get in front of people and awaken them to the idea that this is not acceptable, it’s very difficult for people to appreciate what we do and change the way we act as a society.”

We are the educators who teach love over hate, the helpers who run toward disaster to comfort the afflicted, and the change agents who will help destroy prejudice and stigmatization.

I ask each of you not to disengage after the tragedy of this past weekend but instead to see it as a call to redouble our efforts because this work is vital, perhaps now more than ever. And we must succeed. Our children are counting on us. Our communities are counting on us. Our country is counting on us.

Together we will build a better tomorrow!

Karen Niemi

President and CEO

CASEL: Collaborative for Academic, Social, and Emotional Learning

Read the Full Post on CASEL’s Website

21

Aug

How to Combat a Negative Climate by Promoting Respect and Understanding

Summary:  This article by CASEL makes a statement about how respect and understanding is needed in this time of negativity in the aftermath of the Charlottesville incidents earlier this month.  The article also provides resources for addressing hate and racism in the classroom as well as resources supporting SEL.

Source:  CASEL, August 2017

Categories:  Core Values, Positive Relationships, Educational Equity, SEL Basics, Empathy

18

Aug

Bite-Size SEL Lessons

Summary:  Snack time can be an opportunity for social and emotional learning instead of simply a pit stop for hungry kids.  Snack time can offer opportunities for building community and sharing responsibilities in the early elementary classroom.

Source:  Kerry Elson, Edutopia, August 14, 2017

Categories:  SEL Basics, Classroom Practice, Student Engagement, Core Values

18

Aug

Social Justice Reading List as a Resource for Teachers

Summary:  The National Network of State Teachers of the Year (NNSTOY) has created a list of resources called the “Social Justice Book List.”  This list is available to teachers as a aide to starting conversations and search for solutions in response to the recent social unrest in our country.

Source:  Laura Beth Ellis, NNSTOY, August 17, 2017

Categories:  Educational Equity, Social Justice, Core Values, SEL Basics, School Culture/Climate