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Social/Emotional Learning and Non-Cognitive SkillsSelected Research & Readings
What States Are Doing
Selected Research & Readings

Social and Emotional Development: The Next School Reform Frontier - As policymakers labor over reauthorization of NCLB, this report argues they should address an aspect of reform that has been given short shrift - social and emotional development of children who lag academically and are concentrated in urban systems. Social and emotional competence is tied to academic achievement, matters in the workplace and is a skill many low-income and minority students lack. (Hugh Price, Brookings, May 2015)...

Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth - A Stanford University research team studied San Antonio's ISA and two other urban high schools - Fenway High School in Boston and El Puente Academy for Peace and Justice in Brooklyn - to capture effective social emotional learning practices in socioeconomically and racially diverse high schools. The schools are non-selective in their admissions and high-performing compared to other schools in their districts. (MarYam G. Hamedani and Linda Darling-Hammond, Stanford Center for Opportunity Policy in Education, March 2015)...

Impact Findings from the Head Start CARES Demonstration: National Evaluation of Three Approaches to Improving Preschoolers’ Social and Emotional Competence, Executive Summary - Because low-income children face risks to their social-emotional development, the national Head Start CARES project evaluated the effects of three approaches: the Incredible Years Teacher Training Program, Preschool PATHS and Tools of the Mind-Play. All three changed teachers' practice. Two showed consistent positive impacts, PATHS and The Incredible Years. Though there were no impacts on kindergarten outcomes, findings show evidence-based approaches can improve preschoolers social-emotional competence when administered at scale. (Pamela Morris, et al., Office of Planning, Research, and Evaluation, June 2014)...

First Look at the Head Start CARES Demonstration Exec. Sum. - A first look at the Head Start CARES (Classroom-based Approaches and Resources for Emotion and Social skill promotion) finds that three programs meant to enhance the social-emotional skills of young children were carried out with fidelity and did lead to expected changes in teacher practice. (The three programs included The Incredible Years, Preschool PATHS and Tools of the Mind.) A later report will examine the programs' impacts. (Shira Kolnik Mattera, et al., OPRE and MDRC, December 2013)...

Social-Emotional Learning - For those new to Social-Emotional Learning (SEL) or confused by the various interpretations of exactly what it is, this brief gives an overview, a description of SEL approaches and policy initiatives and questions policymakers might want to ask about the state of SEL in their states. Their definition: SEL refers to a holistic approach to education, one that addresses not only students' academic needs but also their development as individuals, classmates, neighbors, and citizens. Its origins as a popular concept are traced to Daniel Goleman's book, Emotional Intelligence in 1995. (NASBE, October 2013)...

Teaching Adolescents to Become Learners - An argument for a shift away from test-score emphasis to development of cognitive and noncognitive factors that lead students to earn high course grades. In addition to what students learn, the authors argue for leveraging an understanding of noncognitive factors to teach adolescents how to become effective learners. (Farrington et al., Consortium on Chicago School Research, June 2012)...

State Learning Standards to Advance Social and Emotional Learning - A state scan to understand whether and how states currently address social and emotional learning finds infant/toddler and prekindergarten learning standards for social and emotional learning are well-developed and disseminated nationwide. K-12 standards take three directions: free-standing and comprehensive, free-standing focusing on one ore more dimensions of social and emotional learning, and integration of goals and benchmarks related to social and emotional learning in other sets of learning standards, for example social studies. (Linda Dusenbury, Jessy Zadrazil, Amy Mart, Roger Weissberg, CASEL, April 2011)...

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