Research on the Partnerships for Social and Emotional Learning Initiative
Jan 15, 2019
How do elementary schools and out-of-school-time programs partner to deliver social and emotional learning (SEL) to children? This case study explores how Dallas's Webster Elementary School and its out-of-school-time program, Thriving Minds After School, formed a SEL committee that became more effective over time, focusing on daily activities to make SEL stick.
One of Six Case Studies of Schools and Out-of-School-Time Program Partners (Volume 2, Part 3)
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The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work.
According to the Collaborative for Academic and Social and Emotional Learning, SEL is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." This case study explores how Dallas's Webster Elementary School and its out-of-school-time program, Thriving Minds After School, formed a SEL committee that became more effective over time, focusing on daily activities to make SEL stick.
As Webster staff began using the SEL strategies promoted by the steering committee, attendance, school climate, and student behavior improved. Staff beyond the steering committee began sharing responsibility for SEL on campus — one important goal of the committee. To be sustainable on campus, SEL needs to be embraced by a wider group than just a committee. The school adopted an inclusive house system that interviewees said succeeded in increasing students' sense of belonging and connectedness.
(Volume 2, Part 3)
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