This two-part study offers information on how preservice and in-service teacher training can support good teaching practices and implement SEL in schools, while providing a picture of what SEL looks like when integrated into the school day.
This two-part study offers information on how preservice and in-service teacher training can support good teaching practices and implement SEL in schools, while providing a picture of what SEL looks like when integrated into the school day.
This report provides a framework for considering how measures of SEL and school climate may be incorporated in a multitiered accountability and continuous improvement system that provides useful information about school status and progress at the state, district, and school levels.
This report synthesizes research on how to support educators in developing the knowledge, skills, and dispositions associated with developing the whole child both in preservice and in-service contexts. It addresses both the “what” of teacher and leader preparation—the content educators need to learn about children and how to support their development and learning—and the “how”—the strategies for educator learning that can produce deep understanding; useful skills; and the capacity to reflect, learn, and continue to improve.
This issue focuses on Fordham Institute’s recently completed study of parent perceptions of social-emotional learning entitled “How to Sell SEL: Parents and the Politics of Social-Emotional Learning.” The study not only focuses on overall parent perceptions, but also explores the differences in those perceptions based on political party affiliation (Republican vs. Democrat).
Brief that describes how schools can ameliorate—rather than exacerbate—racial inequities with research-based practices that advance a restorative approach to schooling and make learning environments more supportive, equitable, and anti-racist.
Report that looks closely at a broad body of neuroscience, science of learning, and child development science to examine how schools can use effective, research-based practices to create settings in which students’ healthy growth and development are central to the design of classrooms and the school as a whole.
A playbook pointing to principles to nurture innovations and effective school models that advance this change. It provides a framework to guide the transformation of k-12 settings, illustrating how practitioners can implement structures and practices that support learning and development through its five components.
Resource-to-practice brief that refines the integration of SEL with academics and addresses 10 educator practices that promote SEAD.
Resource highlighting seven key challenges as well as corresponding recommendations to providing school- or program-based mental health support across early childhood, K–12 schools, and higher education settings
Guide for parents and families to support their child in SEL
Toolkit created to help raise parent awareness about social and emotional climate (SEC) and SEL in schools, and why family engagement both in and out of school is important
Information for schools and parents to foster a positive social and emotional climate (SEC)
Resources to help equip teachers in your district with the tools they need to promote their and their students’ emotional and physical well-being in both in-person and virtual settings
Recommendations from the National Commission on social, emotional, and academic development
An action guide that provides school leadership teams with a resource for integrating SEL needs of young people into the daily student experience
Document representing a general overview of CRT, dispelling myths and correcting misinformation, and providing school psychologists with guidance on how to navigate related conversations in local schools and communities
Strategies for engaging often-overlooked stakeholders in education decision-making
Self assessment and planning tool with key strategies for fostering resilience and self-care
5-Episode Series where practitioners in schools and out-of-school programs share their experiences working together to help children develop SEL skills
Child Trends Resource to support students who have experienced racial violence and racial trauma
The Joseph P. Riley, Jr Center for Livable Communities College of Charleston
P.O. Box 20381
Charleston, SC 29413
(843) 953-1711
info@sel4sc.org
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