Social and Emotional Learning (SEL) and Student Benefits Implications for the Safe Schools/Healthy Students Core Elements. Services Administration (DHHS/PHS), National Center for Mental Health Promotion and Youth Violence Prevention.
Format:
Book
Publication Date:
Nov 30, 2007
Publisher:
[Place of publication not identified] Distributed by ERIC Clearinghouse
Pages:
12
Sources ID:
88881
Notes:
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Note(s): Availability: Collaborative for Academic, Social, and Emotional Learning. 815 West Van Buren Street Suite 210, Chicago, IL 60607. Tel: 312-784-3880; Fax: 312-784-3885; e-mail: info@casel.org; Web site: http://www.casel.org./ Sponsoring Agency: Substance Abuse and Mental Health Services Administration (DHHS/PHS)./ Abstractor: ERIC./ Educational level discussed: Elementary Secondary Education.
General Info: Preferred citation: Collaborative for Academic, Social, and Emotional Learning.
Material Type: Document (dct); Internet resource (url)
Date of Entry: 20080101
Update: 20190110
Provider: OCLC
Collection:
Evidence-based Teacher Professional Development
Visibility:
Public (group default)
Abstract:
(Show)
This brief shares the latest research on the effects of social and emotional learning (SEL) on students and includes strategies for implementing SEL. It explains how SEL works, elaborates on how SEL can be an integrative prevention framework that addresses the Safe Schools/Healthy Students (SS/HS) core elements, and spells out implications of the research for SS/HS grantees. Several hundred well-designed studies have documented the effects of SEL programming on students of diverse backgrounds, from preschool through high school, in urban, suburban, and rural settings. The research indicates that well-planned and well-implemented SEL programming can positively affect a broad range of student social, health, behavioral, and academic outcomes. (Contains 22 endnotes, 1 figure and 1 table.).