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Data and Research

The impact of enhancing students' social and emotional learning

 Society for Research in Child Development

A meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement.

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Social Emotional Learning Program Boosts Early Social and Behavioral Skills in Low-Income Urban Children

Frontiers in Psychology

A randomized controlled trial of a social-emotional learning program in New York City schools found that students who participated had better attendance, fewer disciplinary incidents, and higher academic achievement compared to those who did not participate (Jones et al., 2015).

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The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students

Collaborative for Academic, Social, and Emotional Learning (CASEL)

This study of 82 schools in Chicago found that students who participated in a social-emotional learning program had significant improvements in social and emotional skills, as well as academic performance and behavior (Taylor et al., 2017).

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Social Emotional Learning Program Boosts Early Social and Behavioral Skills in Low-Income Urban Children

Frontiers in Psychology

Roger Weissberg and colleagues have identified a set of five core clusters of social and emotional competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.

These competencies are thought to facilitate students’ academic performance, positive social behaviors, and social relationships during the school years; reduce behavior problems and psychological distress, and help to prepare young people to succeed in college, work, family, and society (Elias, 2014; Jones & Kahn, 2017). 

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Data & Research

Nurturing Nature: How Brain Development  is Inherently Social and Emotional, and What This Means for Education

Linda Darling-Hammond & Christina R. Krone

New advances in neurobiology are revealing that brain development and the learning it enables are directly dependent on social-emotional experience. Growing bodies of research reveal the importance of socially triggered epigenetic contributions to brain development and brain network configuration, with implications for social-emotional functioning, cognition, motivation, and learning. 

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