Social and Emotional Learning

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  • 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

    Report

    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

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    Susan Bush-Mecenas

    Associate Policy Researcher
    Education Ph.D. in urban education policy, University of Southern California; MA in policy, organization, & leadership studies, Stanford University; BM in music education w/ ca teaching credential, University of Southern California

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    Susannah Faxon-Mills

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

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    Laura S. Hamilton

    Adjunct Behavioral Scientist
    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

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    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

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    Rebecca Ann Lawrence

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

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    Jennifer T. Leschitz

    Senior Policy Analyst
    Education Ph.D. in psychology (developmental), University of Florida

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    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

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    Lisa Sontag-Padilla

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

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    Elizabeth D. Steiner

    Associate Policy Researcher; Affiliate Faculty, Pardee RAND Graduate School
    Education M.S.P.P.M. in public policy administration and analysis, Carnegie Mellon University; B.A. in psychology, Vassar College

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    Ivy Todd

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

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    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

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    Stephani L. Wrabel

    Policy Researcher; Faculty, Pardee RAND Graduate School
    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

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    Feifei Ye

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