Social and Emotional Learning

Featured

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

    Report

    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

    Essay

    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

    Social Structure and Cognitive Orientation

    Our results provided relatively more support for the explanation that people become holistic when network structures encourage them to be so for their own interests, and relatively less support for the explanation that holism results from strong affective attachments.

    Aug 25, 2017

  • Preschool students and a teacher building a tower with blocks

    Report

    High-Quality, Full-Scale Preschool Programs Boost School Readiness and Produce Sustained Benefits

    The investment in high-quality preschool may be paid back through improved outcomes during the school-age years and beyond. In addition to school readiness, they produce long-term benefits like lower rates of special education use, reduced grade repetition, and higher high school graduation rates.

    Mar 11, 2016

  • Report

    The Feasibility of Developing a Repository of Assessments of Hard-to-Measure Competencies

    This report explores the feasibility of and challenges associated with building a repository of assessments of hard-to-measure competencies.

    Nov 3, 2015

  • High school students collaborating

    Report

    Measuring Hard-to-Measure Student Competencies

    Interpersonal and intrapersonal competencies such as communication and resilience are important predictors of success and civic engagement after high school. They're also difficult to measure. Practical, high-quality measures could help educators and policymakers improve outcomes for students.

    Nov 3, 2014

  • Journal Article

    Measuring 21st Century Competencies: Guidance for Educators

    How do teachers assess things like creativity and collaboration, or cross-cultural skills? Our new report, Measuring 21st Century Competencies, focuses on just that question. The report grew out of the Global Cities Education Network, which is comprised of urban school systems working together on overcoming common education challenges. The participating cities are Denver, Hong Kong, Houston, Lexington, Melbourne, Seattle, Seoul, Shanghai, Singapore, and Toronto.

    Nov 1, 2013

  • 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

    Report

    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 25, 2011

  • Baby holding hand of mother

    Report

    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

    Rebecca Ann Lawrence

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

  • Content

    Sophie Meyers

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

  • 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