Educators' Social and Emotional Learning: A Landscape Analysis of Strategies and Outcomes for Thriving Schools
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| Title: | Educators' Social and Emotional Learning: A Landscape Analysis of Strategies and Outcomes for Thriving Schools |
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| Language: | English |
| Authors: | Rista C. Plate, Heather N. Schwartz, Gabrielle Meyers, Alexandra Skoog-Hoffman, Collaborative for Academic, Social, and Emotional Learning (CASEL) |
| Source: | Collaborative for Academic, Social, and Emotional Learning. 2025. |
| Availability: | Collaborative for Academic, Social, and Emotional Learning. 815 West Van Buren Street Suite 210, Chicago, IL 60607. Tel: 312-784-3880; Fax: 312-784-3885; e-mail: info@casel.org; Web site: http://www.casel.org |
| Peer Reviewed: | N |
| Page Count: | 43 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Bill and Melinda Gates Foundation |
| Intended Audience: | Teachers; Researchers |
| Document Type: | Reports - Evaluative |
| Education Level: | Higher Education Postsecondary Education Elementary Secondary Education |
| Descriptors: | Social Emotional Learning, Metacognition, Self Management, Interpersonal Relationship, Decision Making, Teaching Methods, Critical Thinking, Lesson Plans, Models, Faculty Development, Preservice Teacher Education, Teacher Student Relationship, Academic Achievement, Outcomes of Education, School Districts, Evidence Based Practice, Pedagogical Content Knowledge, Elementary Secondary Education |
| Abstract: | Educators--and all adults in the school--are critical for fostering students' self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Educators can teach and model SEL in lessons; for example, promoting critical thinking in a math lesson and encouraging students to engage with challenging content. And teachers, school leaders, and school staff set the tone of the learning environment through their interactions with students and with each other. For adults to most effectively deliver, model, and embed SEL in academic settings, they need support in developing their own social and emotional competencies as well as supportive school, district, and community-wide structures. In this report, we delineate findings from a field scan of adult SEL approaches in education settings (e.g., schools, pre-service training). In doing so, we: (1) established a common definition of adult SEL in education with a logic model that illustrates pathways to influencing student outcomes, (2) reviewed literature on adult SEL approaches and outcomes, and (3) extracted patterns of commonality and differences across a sample of adult SEL approaches along a set of research and design characteristics. We conclude with a set of questions to advance research and practice in the field. We hope that this report catalyzes increased understanding of adult SEL and its relationship to student success. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED674495 |
| Database: | ERIC |
| Abstract: | Educators--and all adults in the school--are critical for fostering students' self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. Educators can teach and model SEL in lessons; for example, promoting critical thinking in a math lesson and encouraging students to engage with challenging content. And teachers, school leaders, and school staff set the tone of the learning environment through their interactions with students and with each other. For adults to most effectively deliver, model, and embed SEL in academic settings, they need support in developing their own social and emotional competencies as well as supportive school, district, and community-wide structures. In this report, we delineate findings from a field scan of adult SEL approaches in education settings (e.g., schools, pre-service training). In doing so, we: (1) established a common definition of adult SEL in education with a logic model that illustrates pathways to influencing student outcomes, (2) reviewed literature on adult SEL approaches and outcomes, and (3) extracted patterns of commonality and differences across a sample of adult SEL approaches along a set of research and design characteristics. We conclude with a set of questions to advance research and practice in the field. We hope that this report catalyzes increased understanding of adult SEL and its relationship to student success. |
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