<p>A growing body of evidence shows that social-emotional skills predict the long-term outcomes of students, even after controlling for differences in academic achievement. Despite the evidence that social-emotional learning (SEL) contributes to student success, few studies have investigated the extent to which educators promote SEL among their students. This American Educator Panels Data Note details the extent to which a nationally representative sample of teachers and school leaders report setting goals for the social-emotional growth of their students. Results indicated that about 60 percent of teachers and principals report setting goals for student SEL growth. However, teachers were less likely to report that their school leadership set these goals compared with principals' self-reports. These results indicate that SEL goal setting is substantial but by no means universal. Further, the gap in perceptions of school leader goal setting indicates that as principals begin or continue to develop goals, they should aim to create a schoolwide strategy that is communicated to teachers and take into account efforts that are already underway in classrooms. One barrier to these efforts may be the lack of schoolwide systems for assessing SEL skills.</p>
Research on social and emotional learning (SEL) has largely focused on classroom interventions and student-U� and classroomU�-level outcomes. Few studies have examined wholeU�-school and district-U�level SEL implementations, or how to ensure that SEL programs are implemented effectively and sustained over time. This study examines both process outcomes and program impact as Open Circle is rolled out across a large, urban district over a three-year period beginning in June 2012. The study investigates the following research questions: (1) What are the critical factors to successful implementation of a wholeU�-school, comprehensive SEL program as it is scaled up across one third of elementary schools serving grades KU�-5 in a large urban school district over a three-year period?; and (2) How will the implementation of the "Open Circle Curriculum" and corresponding professional development influence school climate, teacher practice, students' social and emotional skill development, and behavior? The sample in this study includes over 7,000 students, 400 classrooms, and 23 schools. Primary data from the first two years gathered through classroom observation and student surveys in grades 3 and 5, Open Circle fidelity checklists completed by coaches and observers, semiU�-annual online surveys completed by teachers, administrators and school support staff, focus group and individual interviews with staff, and training attendance and coaching logs provide data to measure program implementation, school climate, and social and emotional development at the student, classroom, school, and district levels. Preliminary results indicate that this whole-U�school SEL program is highly scalable, reaching over 7,000 students with training for nearly 800 staff members at 23 district schools in a twoU�-year period. Key success factors have been robust wholeU�-school professional development, high quality implementation, initial and ongoing principal and district administrator support, and teacher buy-in. Forthcoming data will enable further conclusions about outcomes and impact. Tables and figures are appended.
<p>This article draws on research in neuroscience, cognitive science, developmental psychology, and education, as well as scholarship from contemplative traditions concerning the cultivation of positive development, to highlight a set of mental skills and socioemotional dispositions that are central to the aims of education in the 21st century. These include self-regulatory skills associated with emotion and attention, self-representations, and prosocial dispositions such as empathy and compassion. It should be possible to strengthen these positive qualities and dispositions through systematic contemplative practices, which induce plastic changes in brain function and structure, supporting prosocial behavior and academic success in young people. These putative beneficial consequences call for focused programmatic research to better characterize which forms and frequencies of practice are most effective for which types of children and adolescents. Results from such research may help refine training programs to maximize their effectiveness at different ages and to document the changes in neural function and structure that might be induced.</p>
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This study examined social and emotional learning (SEL) in Illinois classrooms. The purpose of this study was to identify the percentage of teachers and schools using research based programs for SEL. A quantitative descriptive research design was used to gather and analyze data from 60 volunteer graduate students at Governors State University. Volunteers had teaching experience in public or private schools (Pre-K through high school) in regular or special education during the past 3 years. Survey results revealed: (a) 1/2 of the schools represented provide research based SEL programs (1/4 of these provide training and 85% of the recipients rated training as less than adequate) (b) only 46%of the teachers having access to research based programs use them. These results indicate that the majority of Illinois schools may not be prepared to meet the ISBE goals for SEL. Further research is needed on SEL and teacher preparation programs.
<p>The term curriculum refers to the lessons and academic content taught in a school or in a specific course or program; however, The Glossary of Education Reform fleshes it out further. </p>
Abstract: The meaning of school bullying which incorporates a number of key components: bodily, mental assault, use of harsh and rude language, or terrorizing in attempt to bring about a feeling of fright, anxiety, submission or damage to the bullied. Bullying has serious repercussions to the extent that it might lead a victim to ending their lives (Farrington & Ttofi, 2009). Kazarian and Ammar (2013) linked bullying with the spread of negative health conditions such as insomnia, anorexia, and obesity as well as social behaviors such as the use of drugs and alcohol, aggression, and the use of weapons. "Sixty percent of identified bullies have a criminal conviction" (Newman, 2007: p. 568). The aim of this evaluative exploratory research is to showcase the effect of a program delivered to school students of ages 12-14 that is designed to help in eradicating school bullying by using Social and Emotional Learning techniques (SEL). SEL develops the students' self- awareness, social awareness, self-management and organization, responsible problem solving, and relationship management. School-based SEL programs developed to prevent school violence, including bullying, are derived from the belief that academic skills are essentially linked to youth's ability to manage and regulate emotions, and to communicate and problem-solve challenges and interpersonal conflicts. Hence based on a fieldwork conducting one to one interviews with fifteen students and five teachers, the SEL program was implemented in a private school in Egypt and its effectiveness was measured by the 62 respondents through open-ended surveys. The findings of the study explain students' perceptions of bullying and the extent to which it is practiced in their school as well as its causing factors. In addition, the study reveals, the perceived effect of the program on participating students and its contribution towards creating a bullying- free school.
Ed-Talk: Social-Emotional Learning: Prevent Bullying & Promote Positive School Climate
A wide and rich body of literature has identified the family as the key context influencing children's development. In response, school districts and policymakers have sought to engage parents in children's learning, particularly low-income families. Meta-analyses conclude that efforts to engage low-income parents do improve students' academic achievement. Such research has prompted developers of some school-based preventive interventions to integrate programming components targeted at students' parents. Social Emotional Learning (SEL) programs are one such type of school-based preventive intervention. SEL programs aim to improve children's social-emotional competencies (behavioral regulation, attentional skills, problem-solving, social skills), in order to support their academic development. This paper examines the parenting component of INSIGHTS into Children's Temperament, an SEL program that includes a manualized curriculum for teachers, students, and parents. Results from a randomized trial revealed that INSIGHTS improved students' achievement and sustained attention, and reduced their disruptive behaviors. The current study tests whether program impacts on low-income urban kindergarten and first grade students' academic, social-emotional, and behavioral outcomes differed by levels of parent participation. This study took place in 22 low-income urban public elementary schools. Ninety-one percent of participating children were age five or six when they enrolled in the study. Eleven schools were randomized to INSIGHTS; the remaining eleven schools were assigned to the attention-control condition. Previous research on school-based preventive interventions has typically found that more program dosage--at multiple levels--is associated with larger gains for students. Yet, the results of this study suggest that the dosage story in the INSIGHTS evaluation may be more nuanced than has been previously understood in literature on school-based interventions. Tables and figures are appended.
Meet Edna Reinhardt and some of her students from 'Over the moon yoga and dance studios'. In this video ten boys and girls from five to twelvew years old demonstrate a selection of ygoa postures that are artfully arranged into four comprehensive yoga sequences.
20 million Americans have an undiscovered but measurable hearing loss. Dr. Goodman helps uncover and treat hearing loss in children and adults. An expedition of American physicians and theologians to India examined the ancient heritage of Tibetan medicine. Living in exile, Tibetan physicians preserve practices believed similar to those in use at the time of Aristotle. Dr. Crosett shows how his department justifies its use of the expensive and sophisticated machinery of nuclear medicine.
This brief examines the Every Student Succeeds Act (ESSA) and evaluations of social and emotional learning (SEL) interventions to understand how states can use ESSA to support SEL and what SEL interventions meet ESSA evidence requirements.
This brief examines the Every Student Succeeds Act (ESSA) and evaluations of social and emotional learning (SEL) interventions to understand how states can use ESSA to support SEL and what SEL interventions meet ESSA evidence requirements.
The Every Student Succeeds Act (ESSA) emphasizes evidence-based interventions while providing new flexibilities to states and districts with regard to the use of federal funds, including funds that could be used to support social and emotional learning (SEL). This report is a companion to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review, which assessed evidence on SEL interventions against ESSA evidence tiers. This report serves as a companion guide to the evidence review by providing guidance on how to assess local needs relative to SEL and how to identify appropriate evidence-based interventions that address those local needs. This report also provides introductory information on implementing, monitoring, and evaluating selected SEL interventions. While this guide is especially pertinent to educators looking to leverage federal ESSA funds to support SEL, it can support any educational leader in responsibly allocating scarce resources to support school-based SEL interventions.
The Every Student Succeeds Act (ESSA) emphasizes evidence-based interventions while providing new flexibilities to states and districts with regard to the use of federal funds, including funds that could be used to support social and emotional learning (SEL). This report is a companion to Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review, which assessed evidence on SEL interventions against ESSA evidence tiers. This report serves as a companion guide to the evidence review by providing guidance on how to assess local needs relative to SEL and how to identify appropriate evidence-based interventions that address those local needs. This report also provides introductory information on implementing, monitoring, and evaluating selected SEL interventions. While this guide is especially pertinent to educators looking to leverage federal ESSA funds to support SEL, it can support any educational leader in responsibly allocating scarce resources to support school-based SEL interventions.
Children can increase their aerobic capacity, coordination, flexibility, strength, balance and breathing skills by working out to Hip-hop and Yoga.
One of a series of workplace education modules, this document presents the Mind Fitness module, designed to help determine students' learning styles and create successful learners in the workplace. An introduction describes the framework of the module, indicating that it utilizes four types of exercises to work with feeling-directed, intellect-directed, body-directed, and intuition-directed learning styles, respectively. The first section, a learning check-up designed for feeling-directed learners, presents information on why learning is important with exercises that allow students to share past learning experiences. The second section presents warm-up exercises designed for intellect-directed learners and includes activities related to determining students' learning style, identifying with specific learning styles, and solving time management issues. The third section is focused on "doers," or body-directed learners, and includes activities related to understanding how different learners approach problems, understanding how learning styles affect communication, and observing different learning styles in decision-making. The fourth section, geared toward intuitive learners, provides activities related to stimulating creative thinking, understanding listening techniques, becoming aware of learning potential, and practicing prioritizing goals. The final section provides instructors with additional activities for developing Mind Fitness classes.
This report provides an overview and description of social and emotional learning (SEL) and service-learning (S-L) as tools to improve the lives and academic performance of students. It describes how the two practices are interrelated, and cites research evidence that supports the expanded use of both practices in the classroom. Also provided are descriptions of the essential elements required of successful SEL and S-L programs, examples of current successful programs, and a discussion of state activities and experiences. Lastly, the brief discusses a series of likely challenges that education leaders implementing SEL and S-L programs could face. The brief offers recommendations and advice for addressing such challenges and provides lists of available resources where more information can be found. It represents the first step of a new partnership of the Collaborative for Academic, Social, and Emotional Learning (CASEL), the National Center for Learning and Citizenship (NCLC), and the Laboratory for Student Success (LSS). This partnership was formed to assist education leaders in integrating social and emotional learning and service-learning programs and policies into their states, districts and schools.
This report provides an overview and description of social and emotional learning (SEL) and service-learning (S-L) as tools to improve the lives and academic performance of students. It describes how the two practices are interrelated, and cites research evidence that supports the expanded use of both practices in the classroom. Also provided are descriptions of the essential elements required of successful SEL and S-L programs, examples of current successful programs, and a discussion of state activities and experiences. Lastly, the brief discusses a series of likely challenges that education leaders implementing SEL and S-L programs could face. The brief offers recommendations and advice for addressing such challenges and provides lists of available resources where more information can be found. It represents the first step of a new partnership of the Collaborative for Academic, Social, and Emotional Learning (CASEL), the National Center for Learning and Citizenship (NCLC), and the Laboratory for Student Success (LSS). This partnership was formed to assist education leaders in integrating social and emotional learning and service-learning programs and policies into their states, districts and schools.
Mindfulness offers a wide range of benefits for teachers and students, however, less is known about the role of mindfulness in the work of principals. Current tools that assess instructional leadership, which is a major part of the principalship, omit issues of mindfulness. Further, measures of mindfulness connect little to instructional leadership to make meaningful assessment of the mindful instructional leadership of administrators. The study discusses development of the Principal Resilience for Educator and Student Success (PRESS), a 20-item self-assessment of principal instructional practices and beliefs concerned with cognitive processes shown to support mindfulness: preoccupation with failure, commitment to resilience, deference to expertise, resistance to simplify, and sensitivity to operations. Data were gathered and analyzed from a representative statewide sample of principals in Washington State. Findings reveal differing degrees of variability on specific mindful instructional leadership practices. Scores generated by PRESS are compared to respondent scores on the Cognitive and Affective Mindfulness Scale-Revised (CAMS-R); results indicate positive correlation between the PRESS Mindful Instructional Leadership (MIL) single factor score and the CAMS-R mindfulness single factor score. Use of the tool as part of principal professional growth, as well as further research to examine the relationship between mindfulness in instructional leadership and school improvement, are recommended.
This video was created from the New Psychology of Depression podcast series: https://www.youtube.com/playlist?list...Lecture 4 of 9 delivered by Mark Williams and Danny Penman. Nov. 2011.
Mindfulness therapy is an extremely effective treatment preventing relapse in depression. But what does it entail and how does it work?
The podcast was released under creative commons (attribution, non-commercial, share alike) by Oxford. Source: http://podcasts.ox.ac.uk/series/new-p...
Teachers are responsible for delivering academic instruction, facilitating student learning and engagement, and managing classroom behavior. Stress may interfere with performance in the classroom, however (Tsouloupas, Carson, Matthews, Grawitch, & Barber, 2010), and recent studies suggest that stress is quite common among today's educators. In light of these trends and their potential for negatively impacting students' learning, it is critical to identify factors that support educators' health, wellbeing, and effectiveness. The Prosocial Classroom Model (Jennings & Greenberg, 2009) suggests that mindfulness and other aspects of social-emotional competence may lead to more effective classroom management and protect educators from experiencing a "burnout cascade" of deteriorating classroom climate, student misbehavior, and emotional exhaustion. Mindfulness has been defined as "paying attention in a particular way: on purpose, in the present moment, and nonjudgmentally" (Kabat- Zinn, 1994, p. 4), and mindfulness training for adults has been linked with reductions in stress and improvements in wellbeing (Ospina et al., 2007). Emerging evidence from intervention studies suggests that mindfulness training is associated with improvements in teachers' classroom behavior (e.g., Flook, Goldberg, Pinger, Bonus, & Davidson, 2013; Jennings, Frank, Snowberg, Coccia, & Greenberg, 2013). In a central Pennsylvania middle school setting, the authors examined how educators' mindfulness at the beginning of the school year predicted change in educators' self-reported efficacy with respect to student engagement, classroom management, and instructional practices from fall to spring of the school year. Two tables are appended.
While mindfulness is an ancient concept, it has only relatively recently begun to be investigated as a practice in the western world. Mindfulness has shown promise as an intervention to be used for a broad range of ages and presenting concerns. It has very recently begun to be explored as an effective way to enhance the services provided by various caregiver professions. A pilot study found that classroom teachers believed mindfulness to have been helpful in their personal and professional lives. This study explored how mindfulness practitioners related mindfulness to their livelihoods, looking specifically at teachers in PreK-12 classrooms. Participants found mindfulness to be useful in their personal and professional lives, taught mindfulness to their students without being asked, and thought that their own mindfulness practice was helpful to their students even in the absence of directly teaching the practices to them. Recommendations include offering CEU courses on mindfulness to teachers, bringing mindfulness to all school personnel at schools that are in crisis, integrating mindfulness into existing teacher preparation programs, and intentionally incorporating mindful conversation into mindfulness programs for teachers and others. Future in depth qualitative studies of mindfulness for classroom teachers will be useful for further developing ideas about how best to bring mindfulness to this population and what the qualifications should be, if any, for teachers to teach mindfulness to their students and/or other school staff members.
2018-04-05 The teacher stress epidemic has serious consequences, impacting the teacher, the classrooms of students they teach, as well as the school sites and districts in which they work. Educational organizations have a responsibility to help promote the health and wellness of their teachers and to ensure that teacher stress does not negatively impact students. It is important for educational leaders and teachers to know how teacher stress and well-being impact health and teacher performance, as well as what individual and organizational factors help and hinder teacher well-being. Additionally, it is helpful to understand how Social Emotional Wellness of teachers impacts students, colleagues, employee engagement, and organizational well-being. Clark and Estes (2008) conceptual framework was utilized in this study to identify the knowledge, motivation, and organization influences related to the Social Emotional Wellness (SEW) of teachers. A thorough literature review was presented, and surveys and interviews were conducted and analyzed. Teachers who participated in BREATHtaking or SEL 2.0 had a clear understanding of SEW and its impact on their teaching and classroom climate, demonstrated a strong motivation to transfer their learning into practice, and reported increased self-efficacy and engagement with work. Recommendations for the organization were provided in this study related to ways in which validated influences could be addressed through Professional Learning and organizational policies, practices, systems, and structures.
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