More than a decade ago, a landmark 2011 meta-analysis established that classroom instruction that integrated social and emotional learning alongside academic learning not only supported positive student behavior and well-being; it also translated, on average, into an 11 percentile point gain in academic achievement. Since that time, hundreds of rigorous studies from researchers around the world have documented the benefits of instructional programs that integrate social and emotional learning, teaching students how to recognize and manage their feelings, care for and collaborate with others, and make responsible decisions.
This webinar, co-hosted by LPI and CASEL, discussed significant advancements in the evidence base regarding social and emotional learning and what this means for research, practice, and policy. Mark Greenberg provided an overview of findings from a newly-released report commissioned by LPI that reviews 12 separate meta-analyses, covering hundreds of independent studies. Following the presentation, he joined a panel with Linda Darling-Hammond, Aaliyah Samuel, and moderator Timothy Shriver, to explore how these findings connect to other recent research, the implications, and future directions for the field.
