RAND Research Topic: Social and Emotional Learning 2021-04-09T23:41:44Z Copyright (c) 2021, The RAND Corporation RAND Corporation https://www.rand.org/topics/social-and-emotional-learning.html Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning Heather L. Schwartz; Laura S. Hamilton; Susannah Faxon-Mills; Celia J. Gomez; Alice Huguet; Lisa H. Jaycox; Jennifer T. Leschitz; Andrea Prado Tuma; Katie Tosh; Anamarie A. Whitaker; Stephani L. Wrabel https://www.rand.org/pubs/research_reports/RRA379-1.html 2020-10-20T09:00:00Z 2020-10-20T09:00:00Z In this report, RAND researchers describe the Partnerships for Social and Emotional Learning Initiative, as well as findings and early lessons from the first two years of implementation in the six participating communities. Supports for Social and Emotional Learning in Schools Laura S. Hamilton; Christopher Joseph Doss https://www.rand.org/pubs/research_briefs/RBA397-1.html 2020-10-13T09:00:00Z 2020-10-13T09:00:00Z Survey results about teachers' social and emotional learning (SEL) practices, beliefs about SEL, emotional well-being, professional development related to SEL, school-level supports for SEL, and district and state SEL standards. Designing and Sustaining Innovative High Schools Elizabeth D. Steiner; Laura S. Hamilton; John F. Pane; Jonathan Schweig; Laura Stelitano; Joseph D. Pane; Sophie Meyers https://www.rand.org/pubs/research_briefs/RBA322-1.html 2020-12-17T09:00:00Z 2020-12-17T09:00:00Z In a five-year study, high schools adopted a set of design principles intended to prepare students for college and careers. Building and Sustaining Innovative High Schools Elizabeth D. Steiner; Laura S. Hamilton; John F. Pane; Jonathan Schweig; Laura Stelitano; Joseph D. Pane; Sophie Meyers https://www.rand.org/pubs/research_reports/RRA322-3.html 2020-12-17T09:00:00Z 2020-12-17T09:00:00Z The Opportunity by Design initiative gave support to small schools of choice to adopt a set of design principles intended to prepare students for college and careers. This final report describes the methods and findings of the five-year study. Learn Together Surveys Christopher J. Young; David Grant; Laura S. Hamilton; Gerald P. Hunter; Claude Messan Setodji; Matt Strawn https://www.rand.org/pubs/research_reports/RRA827-1.html 2020-12-10T08:15:00Z 2020-12-10T08:15:00Z This report provides additional information about the sample, survey instrument, and resultant data for the 2020 Learn Together Surveys that were administered to principals and teachers via the RAND Corporation's American Educator Panels. Most U.S. Social Studies Teachers Feel Unprepared to Teach Civic Learning, a Gap That Could Contribute to Truth Decay RAND Corporation https://www.rand.org/news/press/2020/12/08.html 2020-12-08T03:01:00Z 2020-12-08T03:01:00Z Only one in five social studies teachers in U.S. public schools report feeling very well prepared to support students' civic learning, saying they need additional aid with instructional materials, professional development, and training. Preparing Children for Civic Life in the Era of Truth Decay Laura S. Hamilton; Julia H. Kaufman; Lynn Hu https://www.rand.org/pubs/research_reports/RRA112-6.html 2020-12-08T00:01:00Z 2020-12-08T00:01:00Z To restore the role of facts in public life, it's important for America's youth to develop strong civic skills. Students can build these skills in the classroom, but teachers need better resources and more support to help them do it. How to Support Social and Emotional Learning in School and Out of School Heather L. Schwartz; Laura S. Hamilton; Susannah Faxon-Mills; Celia J. Gomez; Alice Huguet; Lisa H. Jaycox; Jennifer T. Leschitz; Andrea Prado Tuma; Katie Tosh; Anamarie A. Whitaker; Stephani L. Wrabel https://www.rand.org/pubs/research_reports/RRA379-1.html 2020-10-20T09:00:00Z 2020-10-20T09:00:00Z 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. Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning Heather L. Schwartz; Laura S. Hamilton; Susannah Faxon-Mills; Celia J. Gomez; Alice Huguet; Lisa H. Jaycox; Jennifer T. Leschitz; Andrea Prado Tuma; Katie Tosh; Anamarie A. Whitaker; Stephani L. Wrabel https://www.rand.org/pubs/research_reports/RRA379-3.html 2020-10-20T09:00:00Z 2020-10-20T09:00:00Z In this summary, RAND researchers describe the Partnerships for Social and Emotional Learning Initiative, as well as findings and early lessons from the first two years of implementation in the six participating communities. What Teachers Think About Social and Emotional Learning Laura S. Hamilton; Christopher Joseph Doss https://www.rand.org/pubs/research_briefs/RBA397-1.html 2020-10-13T09:00:00Z 2020-10-13T09:00:00Z 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? Supports for Social and Emotional Learning in American Schools and Classrooms Laura S. Hamilton; Christopher Joseph Doss https://www.rand.org/pubs/research_reports/RRA397-1.html 2020-10-13T08:45:00Z 2020-10-13T08:45:00Z Researchers present survey results about teachers' social and emotional learning (SEL) practices, beliefs about SEL, emotional well-being, professional development related to SEL, school-level supports for SEL, and district and state SEL standards. Social Studies Teachers' Trust in Institutions and Groups Julia H. Kaufman; Laura S. Hamilton; Lynn Hu https://www.rand.org/pubs/research_reports/RRA112-5.html 2020-08-24T09:00:00Z 2020-08-24T09:00:00Z U.S. social studies teachers do not have a great deal of trust in many public institutions, such as news outlets and the government. This might have implications for how much they draw on or reference such institutions in their instruction. High School Teachers' Perceptions and Use of Personalized Learning Elizabeth D. Steiner; Christopher Joseph Doss; Laura S. Hamilton https://www.rand.org/pubs/research_reports/RRA322-1.html 2020-08-10T13:13:00Z 2020-08-10T13:13:00Z Technology-facilitated personalized learning approaches have become increasingly common in K–12 schools across the United States. How are high school teachers using personal learning practices? And which supports and resources do they need to use them effectively? Social Studies Teachers' Perspectives on Key Civic Outcomes in 2010 and 2019 Laura S. Hamilton; Julia H. Kaufman; Lynn Hu https://www.rand.org/pubs/research_reports/RRA112-4.html 2020-08-03T10:04:00Z 2020-08-03T10:04:00Z High school social studies teachers play an important role in fostering the civic knowledge, skills, and dispositions that students need to thrive after graduation. How have these teachers' perspectives on student civic development changed from 2010 to 2019? Parents Need Help During School and Child Care Center Closures Julia H. Kaufman; Laura S. Hamilton; Melissa Kay Diliberti https://www.rand.org/pubs/research_reports/RRA308-7.html 2020-07-27T09:00:00Z 2020-07-27T09:00:00Z The COVID-19 pandemic has been particularly challenging for parents since schools and child care centers closed or switched to distance learning in the spring. Parents with children in different age groups and those under financial stress need the most support. How Teachers Use Civics Instructional Materials Julia H. Kaufman; Laura S. Hamilton; Lynn Hu https://www.rand.org/pubs/research_reports/RRA112-3.html 2020-07-13T19:50:00Z 2020-07-13T19:50:00Z Teachers' instructional materials provide a window into civic education in schools. Where are public-school social studies teachers getting most of their instructional materials? And how are they using these materials to teach civics? Understanding Media Use and Literacy in Schools Laura S. Hamilton; Julia H. Kaufman; Lynn Hu https://www.rand.org/pubs/research_reports/RRA112-2.html 2020-06-29T09:00:00Z 2020-06-29T09:00:00Z Schools can play a key role in fighting Truth Decay—the diminishing role of facts in U.S. public life—by teaching media literacy to students. How much emphasis do teachers and schools put on this subject? How Are Educators Teaching and Leading Through the Pandemic? Laura S. Hamilton; Julia H. Kaufman; Melissa Kay Diliberti https://www.rand.org/pubs/research_reports/RRA168-2.html 2020-06-22T05:00:00Z 2020-06-22T05:00:00Z U.S. teachers and principals shifted quickly to support students with distance learning during the early weeks of the coronavirus crisis. But unfortunately, the pandemic is likely to make existing inequalities worse. Data Access and Use Among Middle and High School Principals Laura S. Hamilton; William R. Johnston https://www.rand.org/pubs/research_reports/RR2575z15.html 2020-06-11T11:34:00Z 2020-06-11T11:34:00Z School principals make countless decisions that could benefit from access to data in electronic data management systems. During the 2018–2019 school year, what kinds of student data did principals have access to through these systems? Were the data disaggregated by student race, ethnicity, and income? The Impact of COVID-19 on the U.S. Education System RAND Corporation https://www.rand.org/multimedia/audio/2020/03/31/the-impact-of-covid-19-on-the-us-education-system.html 2020-03-31T15:00:00Z 2020-03-31T15:00:00Z In this Call with the Experts podcast, in response to the COVID-19 crisis RAND experts discuss K–12 education issues, potential income-based gaps, social and emotional learning matters, and resources for students and parents. The experts also consider actions that can be taken to facilitate learning while meeting social distancing goals.