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Establishing Systemic Social and Emotional Learning Approaches in Schools: A Framework for Schoolwide Implementation
Cambridge Journal of Education
Short Title: Cambridge Journal of Education
Format: Journal Article
Publication Date: 2016/01/01/
Pages: 277 - 297
Sources ID: 90501
Notes: Accession Number: EJ1107271; Sponsoring Agency: Department of Education (ED); Acquisition Information: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:; Language: English; Reference Count: 96; Journal Code: APR2018; Contract Number: i3PRU411C130091; Level of Availability: Not available from ERIC; Publication Type: Academic Journal; Publication Type: Report; Entry Date: 2016
Visibility: Public (group default)
Abstract: (Show)
Social and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic approach to implementing SEL school-wide is introduced. It is argued that school-wide SEL maximises the benefits of SEL programming by becoming the organising framework for fostering students' potential as scholars, community members, and citizens. Further, a Theory of Action (ToA) developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) is presented that serves as a blueprint for implementing systemic SEL in schools. Potential challenges and barriers involved in moving toward school-wide SEL implementation are considered and discussed.