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Students living with the toxic stress and trauma of poverty and crime can struggle to learn. Research on science of learning and development shows that these struggles can be addressed through whole child and positive school climate approaches that support academic, physical, cognitive, social, and emotional development—systems that put students’ healthy growth and development at the center of the classroom.
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A new study identifies policy and practice strategies that foster strong academic, social, and emotional learning, based on the science of learning and development.
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The Every Student Succeeds Act (ESSA) provides an opportunity for states to include measures of students social, emotional, and academic development when assessing outcomes. This brief offers recommendations for ways state agencies can encourage social and emotional learning in schools to support the whole child, through their systems of accountability and continuous improvement under ESSA.
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As the US looks for ways to reduce school shootings, research shows that initiatives that reduce suspension, expulsion, and intervention from law enforcement and that focus on inclusion and social emotional learning show promise that arming teachers and expelling students do not.
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The Every Student Succeeds Act (ESSA) requires states to include at least one measure of school quality and student success in their accountability and improvement systems. In response, states are including measures related to social emotional learning (SEL), from chronic absenteeism to school climate surveys. This blog explores strategies for understanding and supporting SEL in schools and districts.
Hanna MelnickChanna Cook-HarveyLinda Darling-Hammond
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How can schools be encouraged to help students develop socially and emotionally and to foster positive school environments in the context of new accountability under the Every Student Succeeds Act? This report provides a framework for considering how measures of social and emotional learning (SEL) and school climate may be incorporated into an accountability and continuous improvement system.
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As states develop new accountability and improvement systems under the Every Student Succeeds Act, a new report examines ways that social and emotional learning and school climate can be included.
Hanna MelnickChanna Cook-HarveyLinda Darling-Hammond
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The Every Student Succeeds Act provides an important opportunity for states to broaden the definition of student success to include measures of students’ social-emotional, as well as academic, development. This brief describes how states might measure and promote social and emotional learning (SEL) in their accountability and continuous improvement plans.
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Seizing on a shift in policy momentum, advances in research, and growing public support for a well-rounded education, the Aspen Institute today announced the National Commission on Social, Emotional, and Academic Development. The Commission will advance a new vision for what constitutes success in schools: the full integration of social, emotional, and academic development to ensure every student is prepared to thrive in school and in life.
