Social and emotional learning programs develop critical competencies in children. Emotionally competent children are happier and more productive. Schools offer a wonderful opportunity to provide social and emotional education. And schools themselves may benefit from doing so as Jonathan Cohen suggests (2000, p. 5):

In recent years, there has been growing concern that more and more children are distressed, disturbed, and not motivated to learn. We all know that psychological and, too often, physical violence complicate and often derail educators and children’s capacity to teach and to learn. . . On a typical school day, over 135,000 students bring weapons to school (Hamburg, 1992; Mott Foundation, 1994). Today, 25% of American 10 to 17 year old children suffer from school adjustment problems, problems that are predictive of later, more serious problems (Dryfoos, 1990). As students move into the adolescence (14 to 17 year olds), recent studies show that 35% of our children engage in high-risk behavior. Between 15 and 22% of our nations youth experience social, emotional and other problems that necessitate mental health treatment. And, approximately 80% of them are not receiving needed services (Dryfoos, 1997). These and related findings about the distressing state of children nationally and internationally have intensified our search for more effective ways by which that we can help our children develop into responsible, caring and healthy individuals.

The Collaborative for Academic, Social and Emotional Learning is a good source of information and support. For instance, you can find a collection of sample SEL activities and a quick introduction to SEL on their website. CASEL has put forth guidelines for SEL programs (Elias & Weissberg, 2000) that explain the best ways to implement programs at the classroom, school and district levels. They detail the skills that are the focus of SEL efforts.

CASEL’s Key Skills in Social and Emotional Learning

• Self-Awareness
• Recognizing and naming one’s emotions.
• Understanding the reasons and circumstances for feeling as one does.
• Self-Regulation of Emotion
• Verbalizing and coping with anxiety, anger, and depression.
• Controlling impulses, aggression and self-destructive, anti-social behavior.
• Recognizing strengths in and mobilizing positive feelings about self, school, family and support networks.
• Self-Monitoring and Performance
• Focusing on tasks at hand.
• Setting short- and long-term goals.
• Modifying performance in light of feedback.
• Mobilizing positive motivation.
• Activating hope and optimism.
• Working toward optimal performance states, learning how to achieve flow.
• Empathy and Perspective Taking
• Becoming a good listener.
• Increasing empathy and sensitivity to others’ feelings.
• Understanding others’ perspectives, points of view and feelings.
• Social Skills in Handling Relationships
• Managing emotions in relationships, harmonizing diverse feelings & viewpoints.
• Expressing emotions effectively.
• Exercising assertiveness, leadership, and persuasion.
• Working as part of a team/cooperative learning groups.
• Showing sensitivity to social cues.
• Exercising social decision-making and problem-solving skills.
• Responding constructively to interpersonal conflict.

2008 Meta-Analysis of SEL Programs

Some of the most compelling information supporting SEL comes from findings of the largest, most scientifically rigorous review of research ever done on interventions that promote children’s social and emotional development. This review of more than 700 studies published through 2007 included school, family, and community interventions designed to promote social and emotional skills in children and adolescents between the ages of 5 and 18. This large sample of studies was divided into three main areas: studies about (a) school-based interventions, (b) after-school programs, and (c) programs for families.

Results of the school-based research, which included 207 studies of programs involving 288,000 students, is of key relevance here. In this meta-analysis (study of studies), researchers used statistical techniques to summarize the findings across all the studies and found a broad range of benefits for students:

• 9% decrease in conduct problems, such as classroom misbehavior and aggression
• 10% decrease in emotional distress, such as anxiety and depression
• 9% improvement in attitudes about self, others, and school
• 23% improvement in social and emotional skills
• 11% improvement in achievement test scores

More information on the research results is available in a CASEL briefing paper and as an archived teleconference.

Videos of Possible Interest

• News Story about Cool School video game
• A More Accurate RULER – Yale Center for Emotional Intelligence
• Social and Emotional Learning After School
• In a Responsive Classroom
• Smart Hearts: Social and Emotional Learning Overview
• Emotional Intelligence: An Overview
• PAX Good Behaviour Game
• CNN Segment on Emotional Intelligence
• Conflict of Friends
• Jane McGonigal: Gaming can make a better world
• Cyberbullying Toolkit for Educators
• 4Rs (Reading, Writing, Respect & Resolution) in a 2nd Grade Brooklyn Classroom
• How to Teach Math as a Social Activity

See MORE VIDEOS...

Sample Catalog Resources

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