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In this case study, we examined how a school, committed to emotional intelligence (EQ) as a central pillar, used assessment data to build positive school climate and strengthen the EQ of students and all community members. School leaders used multiple EQ and school climate assessments, over several years, to acquire data to enhance individual success, enrich classroom practice, and provide a strategy for schoolwide improvement. Teachers used data to help both youth and adults increase self-awareness, make better choices, and create a more supportive learning community. Assessment results guided curriculum development and classroom management. Administrators examined their own effectiveness individually and as a team and planned teacher professional development and parent workshops. A three-part benchmarks framework for schoolwide implementation of social emotional learning is used to analyze (a) student and adult competencies, (b) classroom practices, and (c) whole school approaches, including school climate and administrative team leadership.
There is increasing evidence that addressing children's social and emotional needs has a positive impact on students' performance, their attitudes about school and the relationships that take place in educational settings. This study is focused on identifying the conditions that support teachers' development and implementation of Social Emotional Learning (SEL) programs and practices. Using a practitioner-driven methodology, action research, the staff of a high performing charter school in a disadvantaged urban community in California (United States) engaged in an inductive process of reflection and action to address students' social and emotional needs. The findings in this research highlight the positive impact that implementation of a school designed SEL intervention had on students, and on teachers' practices. Teachers' commitment was necessary to ensure initial engagement, while curricular and organizational resources were needed to maintain implementation in the long term.