Social and Emotional Learning


  • Children sit on the floor listening in a group, photo by Stephanie Drenka/Big Thought Eva Kali/AdobeStockPhoto by Stephanie Drenka/Big Thought Eva Kali/AdobeStock


    How to Support Social and Emotional Learning in School and Out of School

    Oct 20, 2020

    Do children benefit when schools and out-of-school time programs partner to improve and align social and emotional learning (SEL)? Lessons from six communities that made such efforts can help school districts and out-of-school time providers implement their own SEL programs.

  • A young teacher educating a group of elementary children

    Research Brief

    What Teachers Think About Social and Emotional Learning

    Oct 13, 2020

    Many studies have shown how social and emotional learning (SEL) can improve student well-being, social behavior, and academic achievement. But what do teachers think about the SEL-related efforts in their districts and schools? Do they feel that they get enough support to work on SEL?

Explore Social and Emotional Learning

  • Community members outside of a high school


    Social and Emotional Learning Prepares Students for Life

    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.

    Aug 27, 2018

  • Seen from behind, a woman holding hands with her daughter on a city sidewalk


    Will School Renovations Impact Students, Teachers, and Communities?

    Baltimore will renovate or replace more than two dozen public school buildings. How could these changes affect students, school staff, school conditions, and the surrounding community?

    May 22, 2018

  • Journal Article

    Journal Article

    Effects of Social Context on Holistic Versus Analytic Orientation: A Cross-Cultural Experiment

    This experiment found that the extent to which participants were holistic in their orientations varied according to the social context of their experimental group.

    Feb 27, 2018

  • Teacher leading a conflict resolution session with school children


    Learning How to Measure Social and Emotional Learning

    Educators and policymakers are increasingly focusing on non-academic competencies, known as social and emotional learning. To support growth in these areas, teachers need assessments that can help them understand how well students are learning these skills, and what instructional approaches work best.

    Jan 11, 2018

  • A group of young school children stretching their arms out above their heads


    Building Support for Social and Emotional Learning: Having an Evidence Base Is Critical

    Students need more than proficiency in reading or math. Perseverance, active listening, empathy and good decision-making help kids succeed both academically and in life. Schools need access to high-quality social and emotional learning assessment measures to ensure programs will improve student learning and their futures.

    Dec 14, 2017

  • Three children smiling

    Research Brief

    How the ESSA Can Support Social and Emotional Learning

    An evaluation of social and emotional learning (SEL) interventions can help states determine how they can use ESSA funding to support SEL programs and which ones meet ESSA evidence requirements.

    Dec 4, 2017

  • Children and their shadows holding hands


    Social and Emotional Learning Interventions Under the ESSA

    A review of social and emotional learning interventions for K–12 students can help education policymakers identify those that satisfy ESSA evidence requirements and meet their local needs.

    Dec 4, 2017

  • Research Brief

    Research Brief

    Early Insights on Designing Innovative High Schools: Interim Findings from an Evaluation of the Opportunity by Design Initiative

    Summarizes lessons from RAND's interim evaluation of the Opportunity by Design initiative and provides a number of recommendations that may be of interest to schools and districts implementing or considering implementation of similar approaches.

    Oct 19, 2017

  • Tutor helping a student with work


    Designing Innovative High Schools

    Opportunity by Design (ObD) uses innovative design principles like personalized instruction to help prepare students for postsecondary success. RAND's interim report on ObD lays out how these principles are implemented in schools, their strengths, and early challenges.

    Sep 20, 2017

  • Journal Article

    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


    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


    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

    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

    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 25, 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