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The state of Illinois in the central United States has long been a trendsetter both in the development of learning standards and in addressing social and emotional learning in education settings. With a recent revision to the state's early learning standards, published in 2013, the Illinois State Board of Education (ISBE) fully aligned its standards for children's social and emotional development and learning from preschool through high school. In this paper, the authors discuss the social and emotional development components of the Illinois Early Learning and Development Standards (IELDS) and make recommendations for ways to ensure that the new standards are fully implemented and have the greatest positive impact on young children's social and emotional learning and development.
What will students need to know and be able to do in order to thrive in our fast-changing, complex, and interconnected world? For educators today, this is a driving question and one which social and emotional learning (SEL) addresses in a systematic way. SEL also provides a structure for organizing education to ensure students are equipped for the global future they will inherit. The purpose of this chapter is to explore how SEL can serve as an organizing framework to optimize education. We define social and emotional competencies and review evidence-based SEL programming in schools, including recent research on the efficacy of SEL programs and specific program design characteristics. We conclude with case examples and anecdotes of implementation of SEL in school systems.
The purpose of the CASEL State Scan is to support the development of high-quality standards for social and emotional learning (SEL), preschool through high school, across the country (Dusenbury, Zadrazil, Weiss-berg & Mart, 2011). This brief summarizes recent findings from CASEL's State Scan (Dusenbury, Newman, Weissberg, Goren, Domitrovich & Mart, in press), which reviewed the research literature on learning standards generally to identify key components of high-quality standards and assessed the status of each state in developing well-articulated learning standards for SEL, preschool through high school. This brief also provides recommendations to support development of high-quality SEL standards, including examples from states identified as part of CASEL's State Scan. We conclude with a discussion of CASEL's plans for advancing high-quality standards for SEL nationwide.
In this brief we use the CASEL reviews of evidence-based programs to answer the question, "What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?" Specifically, we identify and describe four approaches that have been success-fully used to promote social and emotional development in students. One approach uses free-standing lessons that provide step-by-step instructions to teach students' social and emotional competencies. The second approach uses general teaching practices to create classroom and schoolwide conditions that facilitate and support social and emotional development in students. A third approach integrates skill instruction or practices that support SEL within the context of an academic curriculum. The fourth approach provides school leaders with guidance on how to facilitate SEL as a schoolwide initiative. The identification of these four approaches and types of strategies that support each one should help school leaders and teachers develop a comprehensive plan for developing students' social and emotional competencies.