Social and Emotional Learning Resources

At this July 18 briefing, panelists shared findings from the report Encouraging Social and Emotional Learning in the Context of New Accountability. Speakers discussed opportunities states and districts have under the Every Student Succeeds Act to broaden their definitions of student success to include students’ social and emotional learning (SEL).

In partnership with the Stuart Foundation, the Forum for Youth Investment, and the Learning Policy Institute held a discussion on how to spark a Whole Child Challenge in communities across America. Ignited by Stuart Foundation’s President Jonathan P. Raymond's new book, Wildflowers: A School Superintendent’s Challenge to America, panelists built on themes that resonated with them in the book by sharing their stories and discussed how to place children at the center of every policy, every debate, and every decision made about K-12 education.

On September 7, 2018, Policy Analysis for California Education and the Learning Policy Institute hosted Supporting the Whole Child: Practice, Policy, and Measurement, an event on how schools can be organized to support the whole child, which featured a series of panels with leading researchers, policymakers, and practitioners.

In this webinar, co-hosted by the Learning Policy Institute and the National Urban League, we shared and discussed tools and resources designed to support advocates and policymakers as they work to leverage opportunities to inform and support continuous improvement across all schools as the Every Student Succeeds Act (ESSA) is implemented.

Decades of research show that whole child education is essential to students' academic and life success and can reduce the negative effects of poverty on achievement. Speakers at this briefing examined federal policy levers that state and local policymakers can use to invest in research-based whole child approaches to learning, including integrated student supports, community schools, and other approaches that foster academic enrichment.

Decades of research make it clear that social and emotional habits and skills are intimately related to academic learning and life success. However, educator preparation and training do not always provide teachers with effective strategies to support social and emotional learning. This webinar looked at the benefits and challenges of integrating social, emotional, and academic learning in the classroom and explored strategies to inform practice.

How can social and emotional learning and cultural competence be integrated into educator preparation programs? Expert researchers and policymakers discussed this question in this webinar, with the goal of equipping teachers to consider the needs of the whole child with equity in mind.

This webinar featured CCSSO's Carissa Moffat Miller and LPI's Linda Darling-Hammond who, with state education leaders, discussed both how lessons from the science of learning and development can inform restart and recovery plans to support student well-being and learning and how state chiefs are already taking a whole child approach to pandemic response.