Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Grant, Sean; Hamilton, Laura S.; Wrabel, Stephani L.; Gomez, Celia J.; Whitaker, Anamarie A.; Leschitz, Jennifer T.; Unlu, Fatih; Chavez-Herrerias, Emilio R.; Baker, Garrett; Barrett, Mark; Harris, Michael L.; Ramos, Alyssa

doi:10.7249/rr2133

Cited by 62 publications

(80 citation statements)

References 17 publications

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“…Once decisionmakers have carried out a needs assessment, the next step involves using the information from this assessment to select interventions that will best serve local needs. As discussed in our companion report (Grant et al, 2017), SEL interventions target a wide variety of student outcomes, including social and emotional competencies, academic achievement, student behavior, school climate and safety, and civic outcomes. All the data sources described in the previous section can illuminate areas of strength and need related to SEL.…”

Section: Prioritizing Needs and Selecting Social And Emotional Learnimentioning

confidence: 99%

“…Relevant data sources for understanding staff needs and capacity include PD data, teacher evaluation scores (particularly if the evaluation includes a classroom observation rubric that addresses aspects of teaching, such as emotional support), and data on climate and relationships-e.g., student and staff climate survey data. Title II of ESSA provides funds to support PD that emphasizes staff SEL skill development, and many of the SEL interventions reviewed in Grant et al (2017) place a strong emphasis on professional learning. One strategy that schools could use to promote adult skill development, while also supporting students, is to help educators gather, interpret, and use data on students' social and emotional competencies.…”

Section: Focus On Staff Development Needsmentioning

confidence: 99%

“…Moreover, relatively few principals reported taking concrete steps to adopt evidence-based programs. Our report, Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review (Grant et al, 2017), describes the opportunities ESSA provides for supporting SEL, discusses the standards of evidence delineated under ESSA, and synthesizes the research base on SEL interventions with respect to those evidence standards. Several other resources have been developed to help educators identify SEL interventions to implement in their local contexts (CASEL, 2013;CASEL, 2015;Durlak et al, 2011;Durlak et al, 2015;Jones et al, 2017;Taylor et al, 2017).…”

mentioning

confidence: 99%

“…Most educators have access to a broad range of data that could inform a decision about what SEL interventions to adopt, but it can be challenging to make sense of these data and to synthesize the information into a coherent narrative that will inform decisions. The purpose of this companion guide to our evidence review on SEL interventions (Grant et al, 2017) is to provide support for educators on assessing local SEL needs and using these needs assessments to integrate SEL into school practices and improvement efforts. While our guide is especially pertinent to educators looking to leverage federal ESSA funds to support SEL, it can support any SEA, LEA, or educational leader in responsibly allocating scarce resources to support school-based SEL interventions.…”

mentioning

confidence: 99%

See 3 more Smart Citations

Investing in Evidence-Based Social and Emotional Learning: Companion Guide to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Wrabel¹,

Hamilton²,

Whitaker³

et al. 2018

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Section: Prioritizing Needs and Selecting Social And Emotional Learnimentioning

confidence: 99%

Section: Focus On Staff Development Needsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Investing in Evidence-Based Social and Emotional Learning: Companion Guide to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Wrabel¹,

Hamilton²,

Whitaker³

et al. 2018

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“…This expanded definition creates opportunities to incorporate instruction on complex cognitive, interpersonal, and intrapersonal competencies into school curricula. In fact, ESSA provides several funding streams that can be used to support instruction that focuses on students' interpersonal and intrapersonal competencies (Grant et al, 2017). Several states, including Massachusetts, have developed plans for implementing social and emotional competency-based curricula across the state (Massachusetts Department of Elementary and Secondary Education, undated).…”

mentioning

confidence: 99%

Building a Repository of Assessments of Interpersonal, Intrapersonal, and Higher-Order Cognitive Competencies

Schweig¹,

Baker²,

Hamilton³

et al. 2018

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Building a Repository of Assessments of Interpersonal, Intrapersonal, and Higher-Order Cognitive Competencies T here is growing consensus among policymakers, educators, business leaders, and the general public that the skills and education that are needed to successfully participate in the workplace are changing as technology advances and global economies become increasingly interconnected (National Center on Education and the Economy, 2007; Saavedra and Opfer, 2012). It is not sufficient for job seekers to have only basic numeracy and literacy skills (Levy and Murnane, 2005). Instead, employers seek applicants who possess a variety of competencies, including communication and collaboration competencies, critical thinking, creativity, interpersonal competencies, and self-management (National Center on Education and the Economy, 2007). Furthermore, employers anticipate that the importance of these competencies will continue to increase for new workforce entrants in the future (Casner-Lotto and Barrington, 2006). Many of these same competencies are perceived to be important for a wide range of life outcomes beyond the workplace, including individual goal fulfillment (Nagaoka et al., 2015), the promotion of healthy behaviors, and a decrease in criminal activity (Heckman, Pinto, and Savelyev, 2013; Almlund et al., 2011). These competencies are variously referred to in the literature as 21st-century competencies, social-emotional competencies, or deeper learning competencies (e.g., Partnership for 21st Century Skills, 2008; National Research Council, 2012; William and Flora Hewlett Foundation, undated). There is also a growing consensus that teachers and schools should attend to the development of skills and competencies that are expected to better prepare students for work and careers. Newly adopted content standards, including the Next Generation Science Standards and the Common Core State Standards for Math and English Language Arts, as well as several state-adopted

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Higher expectations of teachers are not sufficient: How to take the next big step in social‐emotional teacher training

Dietrich

2021

Appl Psychoanal Studies

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The growing interest in students' social‐emotional development, which is closely linked with the increasing efforts to reduce all forms of violence in schools, is a welcome development. However, if we are serious about furthering students' social‐emotional development with the same fervor as students' academic learning, we must provide teachers with the tools that enable them to meet these growing societal expectations. Most teachers at the secondary level are not trained to further students' social‐emotional development and are still primarily regarded, by themselves and others, as academic knowledge and skills conveyors. As a result, they are not prepared to respond to students' misbehavior and difficult group dynamics in ways that further students' social‐emotional development. Instead, they are forced to apply easy and quick‐to‐learn behavioral conditioning and punishment strategies that only manage behavior. Psychodynamic theory and empirical research suggest important limitations to this approach. Hence, I argue that teachers will be better prepared to meet these growing expectations in their work if they receive support in two ways. One, they need reliable feedback on those aspects of their daily interactions/routines with students that most strongly impact students' social‐emotional development. Student perception survey instruments are a particularly effective approach to collect such feedback, but contemporary instruments too strongly focus on behavior instead of underlying factors that determine behavior. Second, teachers need professional development training that takes into account and builds on such feedback. A particularly promising approach for such training is based on group‐analytic pedagogy.

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Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Cited by 62 publications

References 17 publications

Investing in Evidence-Based Social and Emotional Learning: Companion Guide to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Investing in Evidence-Based Social and Emotional Learning: Companion Guide to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Building a Repository of Assessments of Interpersonal, Intrapersonal, and Higher-Order Cognitive Competencies

Higher expectations of teachers are not sufficient: How to take the next big step in social‐emotional teacher training

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