Social Emotional Learning in Middle School: Developing Evidence-Based Programs. Occasional Paper. RTI Press Publication OP-0075-2207
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| Title: | Social Emotional Learning in Middle School: Developing Evidence-Based Programs. Occasional Paper. RTI Press Publication OP-0075-2207 |
|---|---|
| Language: | English |
| Authors: | Rosen, Jeffrey A. (ORCID |
| Source: | RTI International. 2022. |
| Availability: | RTI International. P.O. Box 12194, Research Triangle Park, NC 27709. Tel: 919-541-6000; e-mail: publications@rti.org; Web site: https://www.rti.org |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2022 |
| Document Type: | Reports - Evaluative |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Social Emotional Learning, Evidence Based Practice, Middle School Students, Program Effectiveness, Student Needs, Early Adolescents, Social Development, Emotional Development, Comprehensive Programs, Culturally Relevant Education, Adolescent Development, Equal Education |
| ISSN: | 2378-7996 |
| Abstract: | This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students' SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | ED625570 |
| Database: | ERIC |
| Abstract: | This article focuses attention on a critical need for more evidence-based social emotional learning (SEL) programs for middle school students. First, we explore the definition of SEL, pointing out how it has evolved as our world has changed. We review key SEL domains and skills and describe universal school-based SEL programming as one approach to fostering students' SEL competencies. We highlight the ongoing need for evidence-based middle school SEL programs by demonstrating how few programs meet the rigorous What Works Clearinghouse (WWC), Collaborative for Academic, Social, and Emotional Learning (CASEL), and Blueprints standards for evidence. We extend our summary of these programs by noting that even when positive effects have been demonstrated, these effects were often observed in a single domain, such as substance use, or outnumbered by null effects, which undermines efforts to understand program effectiveness. We conclude by considering the unique developmental needs of early adolescents and providing recommendations for the development or refinement of SEL programs that target middle school students. |
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| ISSN: | 2378-7996 |
