Social and Emotional Learning


  • A group of elementary school children wearing athletic clothing, photo by FatCamera/Getty Images


    Teacher and Principal Perspectives on Social and Emotional Learning

    May 30, 2019

    In recent years, the availability of resources to address the concept of social and emotional learning (SEL) has expanded in U.S. schools. What are educators' opinions of SEL? And what SEL-related programs, practices, and assessments are they implementing?

  • Community members outside of a high school


    Social and Emotional Learning Prepares Students for Life

    Aug 27, 2018

    The goal of social and emotional learning is to give students the skills they need to work in teams, communicate their ideas, and manage their emotions. Research can help educators determine which programs work and which ones qualify for federal funding under the Every Student Succeeds Act.

Explore Social and Emotional Learning

  • Journal Article

    Improving Accountability Through Expanded Measures of Performance

    Examines the influence of test-based accountability and explores how states and districts might consider creating expanded systems of measures to address the shortcomings of traditional accountability.

    Jan 1, 2013

  • red lockers


    What Role Can Schools Play in Addressing Student Mental Health?

    Student mental health programs can improve staff, faculty, and student knowledge of mental health problems, provide skills for identifying and referring students in need, and change attitudes toward mental health problems.

    Dec 27, 2012

  • Report

    Congress Should Expand School Performance Measures Beyond Those Found in 'No Child Left Behind'

    Expanding measures of school performance beyond mathematics and English language arts will give educators better information when evaluating the academic achievements of schools.

    Apr 26, 2011

  • Baby holding hand of mother


    Early Childhood Intervention Programs Save Money, Benefit Children

    Well-designed programs for disadvantaged children return more to society in benefits than they cost by enabling youngsters to lead more successful lives and be less dependent on future government assistance. Savings can range from $1.26 to $17 for each $1 spent on the programs.

    Oct 18, 2005

  • Content

    Michelle Bongard

    Quantitative Analyst
    Education M.S. in economics, Rensselaer Polytechnic Institute; B.S. in economics, Loyola Marymount University; B.A. in mathematics, Loyola Marymount University

  • Content

    Elena Rosa Brown

    Research Leader
    Education M.Ed. in psychology and education, University of Cambridge; P.G.C.E. in primary, University of Cambridge; B.Sci. (Hons) in natural sciences, Durham University

  • Content

    Susannah Faxon-Mills

    Senior Policy Analyst
    Education B.A. in community studies, University of California, Santa Cruz; M.A. in education policy, Stanford University

  • Content

    Laura S. Hamilton

    Senior Behavioral Scientist, Distinguished Chair in Learning and Assessment, Director, Center for Social and Emotional Learning Research
    Education Ph.D. in educational psychology, M.S. in statistics, Stanford University; M.S. in psychology in education, University of Pennsylvania; B.S. in music education, Duquesne University

  • Content

    Lisa H. Jaycox

    Senior Behavioral Scientist; Director, RAND-Initiated Research
    Education Ph.D. in clinical psychology, M.A. in psychology, University of Pennsylvania; B.A. in biology/psychobiology, Brown University

  • Content

    Heather L. Schwartz

    Director, Pre-K to 12 Educational Systems Program; Senior Policy Researcher
    Education Ph.D. in education policy, Columbia University; B.A. in English, Swarthmore College

  • Content

    Lisa Sontag-Padilla

    Behavioral and Social Scientist
    Education Ph.D. in developmental psychology, University of Florida; B.S. in psychology, Tulane University

  • Content

    Ivy Todd

    Research Assistant
    Education B.S. in biochemistry, St. Mary's College of Maryland

  • Content

    Katie Tosh

    Policy Analyst
    Education M.P.H. in public health, Tulane University; B.A. in environmental studies, University of North Carolina; B.A. in Spanish, University of North Carolina; Certificate in nonprofit management and leadership, Tufts University

  • Content

    Feifei Ye

    Senior Behavioral and Social Scientist
    Education Ph.D. in education, Ohio State University; M.S. in statistics, Ohio State University

  • Content

    Stephani L. Wrabel

    Associate Policy Researcher
    Education Ph.D. in urban education policy, University of Southern California; M.Ed. in student personnel in higher education, University of Florida; B.A. in psychology, Boston University

  • Content

    Sophie Meyers

    Research Assistant
    Education B.A. in mathematics, Bowdoin College

  • Content

    Rebecca Ann Lawrence

    Research Assistant
    Education BA in brain & cognitive sciences, public health, University of Rochester