Increasing students’ success through social and emotional learning�

Gates Foundation Washington Bridge Portfolio Community of Practice

May 26, 2021

Welcome

• Please share your name, position, and something you hope to learn today in the chat.

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Vicki Nishioka, Ph.D.

Practice Expert

School Climate, Discipline, & SEL

Education Northwest

Julie Petrokubi, Ph.D.

Senior Advisor

Youth Development & Evaluation

Elena Schmidt, Ph.D.

Senior Advisor

Equitable Learning Environments

Agenda

1. Welcome
2. Social and emotional learning (SEL) in Washington
3. Understanding the effects of COVID-related trauma on students’ learning needs
4. Creating a continuum of trauma-informed SEL
5. Building district capacity to explicitly teach and embed SEL
6. Considerations for next steps

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Our goals

SEL in Washington

Social and emotional learning in Washington

“Social and emotional learning (SEL) is a process through which individuals build awareness and skills in managing emotions, setting goals, establishing relationships, and making responsible decisions that support success in school and in life.”

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(Washington SEL Indicators Workgroup, 2019, p.C-3)

Washington State’s social and emotional learning standards

(Washington SEL Indicators Workgroup, 2019, p. D-3 and D-4)

Families are the primary influence on youth social and emotional development.

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SEL occurs across settings

(Newman & Dusenbury, 2015; Osher et al., 2020)

Image source: Washington SEL Indicators Workgroup, 2019, Appendix C

Youth develop and practice SEL through everyday interactions with peers and adults in their communities.

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Students experience both implicit and explicit SEL in school.

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A communitywide vision for social and emotional learning

Image source: Washington SEL Indicators Workgroup, 2019, Appendix C

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“Good intentions to develop the whole child mean nothing

if they are not grounded in a fierce commitment to equity.”

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(Berger, Berman, Garcia, & Deasy, 2019, p. 7)

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(Schonert-Reichl, 2017)

Student SEL is part of a bigger, complex system of relationships that includes adults and learning environments.

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Therefore, the urgent need to eliminate systemic inequity requires us to ask:

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Chat blast

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Please reflect on the question below and write your thoughts in the chat. Post your chat when I say “SEND”!

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How can SEL intentionally support diversity, equity, and inclusion in our schools?

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(Barnes, 2019; Hecht & Shin, 2015; Jagers, Rivas-Drake, & Williams, 2019; Mahfouz & Anthony-Stevens, 2020; Simmons, Brackett, & Adler; 2018; Taylor, Oberle, Durlak, & Weissberg, 2017)

Considering SEL in context highlights issues of equity �

• Relationships are foundational for SEL. Educators may need support to examine how implicit bias expressed through microaggressions and exclusionary discipline policies can pose a barrier to building positive relationships between students and teachers.
• Culture influences social and emotional development. Since few SEL models or curricula consider the diversity in how SEL skills are valued or expressed across cultures, educators may need training on culturally responsive SEL.
• Trauma responses can influence behavior. Educators may need training to understand how trauma impacts the brain and how they can create safe and supportive learning environments for all students.

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(Barnes, 2019; Berg, Osher, Moroney, & Yoder, 2017; Crosby, Howell, & Thomas, 2018; DeCandia & Guarino, 2015; Greenberg, Brown, & Abenavoli, 2016; Hammond, 2014; Hecht & Shin, 2015; New York State Education Department, 2018; Schonert-Reichl, 2017)

Understanding the effects of COVID-related trauma on students’ learning needs

Addressing the significant stress that students have experienced is an urgent problem of practice

Student stressors

• Economic
• Food insecurity
• Loss of in-person social relationships
• Adjusting to unfamiliar structures and routines
• Mourning the loss of loved one

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Relative to a typical school year, students will start the school year with an average of:

• 66 percent of learning gains in reading
• 44 percent of learning gains in math

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(Darling-Hammond, Schachner, & Edgerton, 2020; DePaoli et al., 2021; Gleason & Berg, 2020; Kuhfeld et al., 2020; Miller, Riley, & Slay, 2021; Patrick et al., 2020; Rosanbalm, 2021)

Students describe feelings of stress and loss

• “I feel like I’m being pushed to do more work now than ever before, and there’s a lot of pressure with family. Sometimes I don’t think they realize how dependent they can be on me at times. It becomes extremely overwhelming at times.”
• “I feel overwhelmed by the amount of schoolwork I am getting. I feel like I am being assigned more work than I can handle in certain classes. The pandemic already adds enough stress into my life, I think that we shouldn’t be as overwhelmed with schoolwork given the circumstances.”
• “Furthermore, I am an extrovert. Hugging my friends, talking to teachers and sitting next to classmates are now luxuries. I have had dreams about hugging people and wake up crying.”

(Youth Liberty Squad & ACLU of SoCal, 2020, pp. 3−4)

Stress decreases our ability to learn

(Perfect et al., 2016; Thomas, Crosby, & Vanderhaar, 2019; Wolpow et al., 2009)

Chat blast

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Please reflect on the question below and write your thoughts in the chat. Post your chat when I say “SEND”!

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What has the pandemic surfaced about your district’s capacity for SEL?

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Students who receive SEL instruction have better short- and long-term outcomes than students who do not

Better SEL skills, positive attitudes, positive behaviors, and academic performance

Lower emotional distress and behavioral problems

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(Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Mahoney, Durlak, & Weissberg, 2018)

SEL promotes a sense of belonging

• A sense of belonging is “the extent to which students feel personally accepted, respected, included, and supported by others in the school social environment.”�

(Goodenow, 1993, p. 80)

Student-centered instruction embeds SEL and promotes a sense of belonging

Teacher-centered

• Teacher-managed routines
• Stricter discipline
• Teacher is viewed as solely responsible for student learning
• High teacher-student power difference

Student-centered

• Student agency
• Teacher-student relationships
• Shared responsibility for successful learning
• Low teacher-student power difference

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(Cortina, Arel, & Smith-Darden, 2017; Hofstede et al., 2010; Trumbull & Rothstein-Fisch, 2011)

Creating a continuum of trauma-informed SEL instruction

SEL builds safe and caring learning environments for all students

• Build connection and relationships
• Affirm each person’s racial and cultural identities
• Ensure physical, emotional, and psychological safety
• Integrate SEL throughout the school day
• SEL modeling, teaching, and coaching
• Respecting and valuing differences
• Culturally grounded communication

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(Berg, Osher, Moroney, & Yoder, 2017; Darling-Hammond & Cook-Harvey, 2018)

Organizing a continuum of SEL opportunities

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Top tier

Intensive supports

Middle tier

Increased monitoring, small group interventions

Bottom tier

Schoolwide monitoring; school and classroom interventions to teach academic, behavior, or social and emotional learning skills

Top tier: Intensive SEL support, interventions, mental health and/or wraparound services that meet their individual needs.

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Middle tier: Early intervention and support for students who require additional support such as small group SEL, mentoring, or other supports.

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Bottom tier: Schoolwide and comprehensive system of support that establishes safe and caring school climates, healthy relationships, clear expectations and teaches SEL throughout the school day.

(Hanover Research, 2019a)

�Explicit instruction of specific SEL skills, often using a program model or curriculum. ���Embedded support for SEL in the learning environment, with adults using strategies to model and coach SEL.

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Image source: Washington OSPI, 2019, p. C-3.

(Newman & Dusenbury, 2015)

Build adult capacity

• “No matter when in children’s lives a SEL program is implemented, the adults delivering the program (or simply present in the environment) are important to its success.”

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• “If adults lack SEL skills themselves or suffer from stress or poor physical and mental health, their ability to support their students’ SEL may be severely compromised.”

(Jones & Doolittle, 2017, p. 9)

Teach SEL kernels

Adaptable strategies that can easily be implemented into classroom or school routines that:

• Add value to SEL curriculum
• Teach and help students practice SEL

SEL kernels can help students practice:

• Using relaxation and self-regulation strategies
• Sharing and discussing feelings
• Engaging in mindfulness
• Applying problem-solving
• Celebrating other students

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(Bailey et al., 2019; Embry & Biglan, 2008)

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Breakout Room Activity

Please reflect on and answer the questions below about your district. Please share the strategies you discuss in the chat.

• In what ways has stress and loss affected students in your district? What are the differences among students based on race, ethnicity, income, or gender?
• How could your district use SEL to help students reach their full potential?

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Building district capacity to explicitly teach and embed SEL

Strategic, ongoing attention to these factors is necessary to ensure that students benefit from evidence-based programs

(Bertram, Blase, & Fixsen, 2015)

Assign a representative multidisciplinary leadership team

• District and school leaders
• Teachers
• Counselors
• Specialists
• School staff
• Parents
• School-based mental health providers
• Community-based organizations

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(Hanover Research, 2019a)

Measuring SEL implementation

• Inform development of goals based on school priorities and according to need
• Increase knowledge about skills, perceptions, and behaviors of students and adults
• Consider climate and cultural attributes

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Adapt strategies as data are collected and reviewed.

(Bertram, Blase, & Fixsen, 2015; Cook et al., 2015; Elias et al., 2015; Hamilton & Schwartz, 2019; Kendziora & Yoder, 2016; Newman & Dusenbury, 2015; O’Conner et al., 2017; Wanless & Domitrovich, 2015)

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Assess local needs, culture, and priorities

Review policy and regulations

• Policy and procedures
• Guidance documents

Disaggregate administrative data

• Attendance
• Academic
• Office discipline referral
• Student, educator, and family school climate surveys

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(Green, 2017; Hanover Research, 2019a; McIntosh, Bohanon, & Goodman, 2010)

Use data to determine students’ SEL needs and level of support required for success

• Use multiple data sources to measure SEL outcomes or students’ SEL needs
• Academic and behavior indicators
• Surveys
• Focus groups or interviews with students, parents or educators
• Determine schoolwide SEL needs for students and adults
• Use team-based data decisionmaking processes to identify students for small group or individualized support

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(Hanover Research, 2019b)

Next steps

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How SEL can help

• Students will return to school with significant learning loss in reading and math
• SEL can help schools
• Focus on connection and caring relationships with students
• Teach students how to build relationships, talk about their feelings, cope with change, and practice stress-reduction strategies
• Ensure each student feels safe, welcome, and important

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(Hanover Research, 2019a; Jagers et al., 2017; Perfect et al., 2016; Thomas, Crosby, & Vanderhaar, 2019; Wolpow et al., 2009)

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Questions to guide SEL implementation planning

• How will we ensure that equity across student groups is a priority for SEL?
• How well do our SEL implementation plans address system conditions?
• What is our process to identify needs, set goals, and select strategies for SEL implementation?
• How well do district SEL goals and strategies build on student strengths and resonate with the cultural values of our families?
• What process will be used to gather data, assess needs, monitor progress, and plan for reflection and next steps?
• How will we elicit staff buy-in and motivation to implement SEL?
• How do we prepare staff members to facilitate SEL strategies that recognize and build on students’ cultural identities and strengths?
• What opportunities do we provide for staff members to increase their self-awareness and social awareness? How do we coach them in using these skills with students?

(Bertram, Blase, & Fixsen, 2015; Petrokubi, Pierce, & Nishioka, 2021; Scholl et al., 2018)

Questions to consider for setting a vision for SEL

• What is the vision or “big picture” view of SEL in the district?
• Do you have a theory of change that explains the logical progression of the assumptions on how the SEL intervention will achieve the expected outcomes over time?
• Have you described expected SEL outcomes in clear, measurable terms? Do the outcomes communicate that equity among groups is a priority?
• Are you using evidence-based SEL curriculums or practices?
• How are you ensuring that there is equitable access and opportunity across student groups such as race, ethnicity, gender identity, cultural identity, and/or socioeconomic status?

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(Bertram, Blase, & Fixsen, 2015; Scholl et al., 2018)

Questions to guide selection of SEL curriculum or strategies

• Does the SEL curriculum or strategy align with your vision and priorities?
• Does the SEL curriculum or strategy address the SEL needs of your students? Is it culturally responsive and developmentally appropriate for your students?
• Is the SEL curriculum or strategy evidence-based? Are adaptations needed to ensure instruction addresses the cultural identities, values, and beliefs of different student groups (e.g., racial, ethnic, gender, language, or other student characteristics)?
• What SEL curriculum or strategies are already in place? Are these SEL curriculum(s) or strategies vertically and horizontally aligned? Are there redundancies or overlap among current SEL efforts? Will the new SEL curriculum or strategy improve desired outcomes and fit in with the context and climate of your school?
• Do the SEL materials provide teachers and school staff with sufficient guidance and support to teach the SEL curriculum or strategies?
• How will the SEL curriculum or strategies support or enhance current academic instruction and school discipline practices?

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(CASEL, 2013; Hanover Research, 2019a; Jones et al., 2018; Jones & Kahn, 2018)

References

Bailey, R., Stickle, L., Brion-Meisels, & Jones, S. M. (2019). Re-imagining social-emotional learning: Findings from a strategy-based approach. Phi Delta Kappan, 100(5), 53−58. https://eric.ed.gov/?id=EJ1203733

Barnes, T. N. (2019). Changing the landscape of social emotional learning in urban schools: What are we currently focusing on and where do we go from here?. The Urban Review, 51(4), 599–637.

Berg, J. B., Osher, D., Moroney, D., & Yoder, N. (2017). The intersection of school climate and social and emotional development. Washington, DC: American Institutes for Research. Retrieved May 20, 2017, from https://www.air.org/sites/default/files/downloads/report/Intersection-School-Climate-and-Social-and-Emotional-Development-February-2017.pdf.

Berger, R., Berman, S., Garcia, J, & Deasy, J. (2019). A practice agenda in support of how learning happens. Washington, DC: Aspen Institute, National Commission on Social, Emotional, & Academic Development. Retrieved August 26, 2020, from https://sheldonberman.com/wp-content/uploads/2019/12/PracticeAgenda.pdf.

Bertram, R. M., Blase, K. A., & Fixsen, D. L. (2015). Improving programs and outcomes: Implementation frameworks and organization change. Research on Social Work Practice, 25(4), 477–487. Retrieved May 6, 2020, from https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1003.1951&rep=rep1&type=pdf

CASEL. (2013). Effective social and emotional learning programs: Preschool and elementary school education. Chicago, IL: CASEL. Retrieved March 23, 2021, from https://casel.org/preschool-and-elementary-edition-casel-guide/.

Cook, C. R., Frye, M., Slemrod, T., Lyon, A. R., Renshaw, T. L., & Zhang, Y. (2015). An integrated approach to universal prevention: Independent and combined effects of PBIS and SEL on youths’ mental health. School Psychology Quarterly, 30(2), 166.

Cortina, K. S., Arel, S., & Smith-Darden, J. P. (2017). School belonging in different cultures: The effects of individualism and power distance. Frontiers in Education, 2(56). Retrieved October 14, 2020 from https://www.icos.umich.edu/sites/default/files/lecturereadinglists/feduc-02-00056.pdf

Crosby, S.D., Howell, P. & Thomas, S. (2018). Social justice education through trauma-informed teaching. Middle School Journal, 49(4), 15–23. https://eric.ed.gov/?id=EJ1189353

Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Palo Alto, CA: Learning Policy Institute. https://eric.ed.gov/?id=ED606461.

Darling-Hammond, L., Schachner, A., & Edgerton, A. K. (2020). Restarting and reinventing school: Learning in the time of COVID and beyond. Palo, Alto, CA: Learning Policy Institute. https://eric.ed.gov/?id=ED610890.

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References

DeCandia, C.J., & Guarino, K. (2015). Trauma-informed care: An ecological response. The Journal of Child and Youth Care Work, 25(1), 7–32. Retrieved August 19, 2020, from https://www.air.org/sites/default/files/downloads/report/Trauma-Informed-Care-An-Ecological-Response-Guarino-2015.pdf.

DePaoli, J. L., Hernández, L. E., Furger, R. C., & Darling-Hammond, L. (2021). A restorative approach for equitable education. Palo, Alto: Learning Policy Institute. Retrieved from https://learningpolicyinstitute.org/sites/default/files/product-files/WCE_Restorative%20Approach_Equitable_Education_BRIEF.pdf.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child Development, 82(1), 405–432. http://eric.ed.gov/?id=EJ927868

Elias, M. J., Leverett, L., Duffell, J. C., Humphrey, N., Stepney, C., & Ferrito, J. (2015). Integrating SEL with related prevention and youth development approaches. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 33–49). New York, NY: The Guilford Press.

Embry, D. D., & Biglan, A. (2008). Evidence-based kernels: Fundamental units of behavioral influence. Clinical Child and Family Psychology Review, 11(3), 75–113. https://eric.ed.gov/?id=EJ808696

Gleason, S. C., & Berg, J. H. (2020). An opportunity for equity. The Learning Professional, 41(3), 18–21. https://eric.ed.gov/?id=EJ1256418

Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends’ values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62, 60–71. https://eric.ed.gov/?id=EJ482595

Green, T. L. (2017). Community-based equity audits: A practical approach for educational leaders to support equitable community-school improvements. Educational Administration Quarterly, 53(1), 3–39.

Greenberg, M. T., Brown, J. L., & Abenavoli, R. M. (2016). Teacher stress and health: Effects on teachers, students, and schools (Issue brief). State College, PA: Pennsylvania State University, Edna Bennett Pierce Prevention Research Center. Retrieved September 1, 2020, from https://www.rwjf.org/en/library/research/2016/07/teacher-stress-and-health.html.

Hamilton, L.S., Schwartz, H.L. (2019). Get smart about social and emotional learning measurement. Washington, DC: American Enterprise Institute. http://files.eric.ed.gov/fulltext/ED602480.pdf

Hammond, Z. (2014). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.

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References

Hanover Research. (2019a). Integrating SEL into MTSS. Arlington, VA: Hanover Research. Retrieved March 23, 2021, from http://gomasa.org/wp-content/uploads/Integrating-SEL-into-MTSS.pdf

Hanover Research. (2019b). Best practices for measuring social-emotional learning. Arlington, VA: Hanover Research. Retrieved April 13, 2021, from https://cdn2.hubspot.net/hubfs/3409306/Best%20Practices%20for%20Measuring%20Social-Emotional%20Learning.pdf.

Hecht, M. L., & Shin, Y. (2015). Culture and social and emotional competencies. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 50–64). New York, NY: Guilford Press.

Hofstede, G., Hofstede, G. J., & Minkov, M. (2010). Cultures and organizations: Software of the mind. New York, NY: McGraw-Hill.

Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184.

Jones, S. M., & Doolittle, E. J. (2017). Social and emotional learning: Introducing the issue. The Future of Children, 27(1), 3−11. Retrieved May 20, 2021, from file:///C:/Users/007258/Downloads/foc_spring_vol27_no1_for_web.pdf.

Jones, S. M., & Kahn, J. (2017). The evidence base for how we learn: Supporting students’ social, emotional, and academic development. Consensus statement of evidence from the Council of Distinguished Scientists. Washington, DC: Aspen Institute, National Commission on Social, Emotional, & Academic Development. http://eric.ed.gov/?id=ED577039

Jones, S., Bailey, R., Brush, K., & Kahn, J. (2018). Preparing for effective SEL implementation. Retrieved May 19, 2021, from https://www.wallacefoundation.org/knowledge-center/Documents/Preparing-for-Effective-SEL-Implementation.pdf

Kendziora, K., & Yoder, N. (2016). When Districts Support and Integrate Social and Emotional Learning (SEL): Findings from an Ongoing Evaluation of Districtwide Implementation of SEL. Washington, D.C.: Education Policy Center at American Institutes for Research. https://files.eric.ed.gov/fulltext/ED571840.pdf

Kuhfeld, M., Soland, J., Trasawa, B., Johnson, A., Ruzek, E., & Liu, J. (20). Projecting the potential impacts of COVID-19 school closures on academic achievement. Educational Researcher, 49(8), 549−565. Retrieved May 20, 2021, from https://www.edworkingpapers.com/ai20-226.

Mahfouz, J., & Anthony-Stevens, V. (2020). Why trouble SEL? The need for cultural relevance in SEL. Occasional Paper Series, 2020(43/6), 58–70. Retrieved September 1, 2020, from https://www.researchgate.net/publication/340925736_Why_Trouble_SEL_The_Need_for_Cultural_Relevance_in_SEL

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References

Mahoney, J. L., Durlak, J. A., & Weissberg, R. P. (2018). An update on social and emotional learning outcome research. Phi Delta Kappan, 100(4), 18-23. Retrieved March 23, 2021, from https://kappanonline.org/social-emotional-learning-outcome-research-mahoney-durlak-weissberg/.

McIntosh, K., Bohanon, H., & Goodman, S. (2010). Toward true integration of response to intervention systems in academic and behavior support: Part two: Tier 2 support. Communiqué, 39(3), 4-6. Retrieved March 23, 2021, from https://ecommons.luc.edu/cgi/viewcontent.cgi?article=1031&context=education_facpubs

Miller, K. E., Riley, J., & Slay, L. (2021). School belonging matters now more than ever: Preparing teachers to foster a technology-mediated culture of care. In R.E. Ferdig, & K.E. GlPytash (eds.), What Teacher Educators Should Have Learned from 2020, (pp. 22–34). Waynesville, NC: Association for the Advancement of Computing in Education (AACE). Retrieved April 5, 2021, from https://pureadmin.qub.ac.uk/ws/portalfiles/portal/235888091/ebook_219088_1_.pdf.

New York State Education Department. (2018). Culturally responsive-sustaining education framework. Retrieved August 19, 2020, from http://www.nysed.gov/common/nysed/files/programs/crs/culturally-responsive-sustaining-education-framework.pdf

Newman, J., & Dusenbury, L. (2015). Social and emotional learning (SEL): A framework for academic, social, and emotional success. In K. Bosworth (Ed.) Prevention Science in School Settings (pp. 287-306). New York, NY: Springer.

O’Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students Ages 3-8: characteristics of effective social and emotional learning programs (Part 1 of 4). REL 2017-245. Washington, DC; U.S. Department of Education, Institute of Educational Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Mid-Atlantic. https://eric.ed.gov/?id=ED572721

Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2020). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 24(1), 6−36. https://eric.ed.gov/?id=EJ1241861.

Patrick, S. W., Hankhaus, L. E., Zickafoose, J. S., Lovell, K., Halvorson, A., Loch, S., Letterie, M., & Davis, M. M. (2020). Well-being of parents and children during the COVID-19 pandemic: A national survey. Pediatrics, 146(4). https://doi.org/10.1542/peds.2020-016824

Perfect, M., Turley, M., Carlson, J., Yohanna, J., Saint Gilles, M. (2016). School-related outcomes of traumatic event exposure and traumatic stress symptoms in students: A systematic review of research from 1990 to 2015. School Mental Health, 8(1), 7–43. doi:10.1007/s12310-016-9175-2

Petrokubi, J., Pierce, S., & Nishioka, V. (2021). Washington social and emotional learning (SEL) capacity building series. Portland, OR: Education Northwest, Regional Educational Laboratory Northwest. Retrieved May 20, 2021, from https://ies.ed.gov/ncee/edlabs/regions/northwest/news/sel-capacity-building-series.asp.

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References

Regional Educational Laboratory (REL) Midwest. (n.d.). Integrating a focus on equity into social and emotional learning infographic. Retrieved on May 19, 2021, from https://ies.ed.gov/ncee/edlabs/infographics/pdf/REL_MW_Integrating_a_Focus_on_Equity_into_Social_and_Emotional_Learning.pdf

Rosanbalm, K. (2021). Social and emotional learning during covid-19 and beyond: Why it matters and how to support it. Durham, NC: Duke University. Retrieved April 5, 2021, from https://hunt-institute.org/wp-content/uploads/2021/02/HI-Duke-Brief-SEL-Learning-During-COVID-19-Rosanbalm.pdf

Scholl, I., LaRussa, A., Hahlweg, P., Kobrin, S., & Elwyn, G. (2018). Organizational- and system-level characteristics that influence implementation of shared decision-making and strategies to address them - a scoping review. Implementation Science, 13, 1–1, p. 15. https://doi.org/10.1186/s13012-018-0731-z

Schonert-Reichl, K. A. (2017, spring). Social and emotional learning and teachers. The Future of Children, 27(1), 137–155. http://eric.ed.gov/?id=EJ1145076

Simmons, D. N., Brackett, M. A., & Adler, N. (2018). Applying an equity lens to social, emotional, and academic development [Issue brief]. Princeton, NJ: Robert Wood Johnson Foundation.

Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171.

Thomas, M. S., Crosby, S., Vanderhaar, J. (2019). Trauma-informed practices in schools across two decades: An interdisciplinary review of research. Review of Research in Education, 43(1), 422−452. https://eric.ed.gov/?id=EJ1217169

Trumbull, E., & Rothstein-Fisch, C. (2011). The intersection of culture and achievement motivation. School Community Journal, 21(2), 25-53. https://eric.ed.gov/?id=EJ957126

Wanless, S. B., & Domitrovich, C. E. (2015). Readiness to implement school-based social-emotional learning interventions: Using research on factors related to implementation to maximize quality. Prevention Research, 16(8),1037-1043. Retrieved May 6, 2020, from https://link.springer.com/article/10.1007/s11121-015-0612-5

Washington Office of Superintendent of Public Instruction SEL Workgroup. (n.d.). Appendix D. Social emotional learning: Standards, benchmarks, and indicators. Olympia, WA: Office of Superintendent of Public Instruction. Retrieved March 26, from https://www.k12.wa.us/sites/default/files/public/studentsupport/sel/pubdocs/Standards%2C%20Benchmarks%20Indicators%20-%20creative%20commons.pdf

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References

Washington Office of Superintendent of Public Instruction. (2019). Appendix C: Washington state social emotional learning implementation guide. Olympia, WA: Office of Superintendent of Public Instruction. Retrieved March 23, 2021, from https://www.k12.wa.us/sites/default/files/public/studentsupport/sel/pubdocs/Appendix%20C%20Washington%20SEL%20Implementation%20Guide%20final.pdf

Washington SEL Indicators Workgroup. (2019). Washington State social emotional learning implementation guide. Olympia, WA: Washington State Office of the Superintendent of Public Instruction. Retrieved April 27, 2020, from https://www.k12.wa.us/student-success/health-safety/mental-social-behavioral-health/social-and-emotional-learning-sel

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Youth Liberty Squad & ACLU of SoCal. (2020). Student wellness summary 5-08-2020. Retrieved May 19, 2021, from https://www.schoolcounselor-ca.org/Files/Student%20Wellness%20Survey%20Summary%205-08-20.pdf.

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Thank You!