Social & Emotional Learning
- Created by the Colorado Department of Education (CDE), this document provides examples for integrating teaching social skills with academic subjects.
- The Practice Base For How We Learn: Supporting Students’ Social, Emotional, and Academic Development outlines promising practices that show how students, teachers, parents, and administrators can integrate social, emotional, and academic learning in preK-12 education. The report, which represents the vision of the 34-member Council of Distinguished Educators, calls for widespread implementation of these strategies as essential to students’ success in their schools, homes, workplaces, and communities.
- Operating under the auspices of the School Mental Health Project at UCLA, the national Center for Mental Health in Schools was established in 1995. Our mission and aims are to improve outcomes for young people by enhancing the field of mental health in schools.
- The center receives a constant flow of information and resources, outreaches for more, and based on ongoing assessments and analyses of needs related to policy, practice, research, and training, develops new resources and networks and provides strategic support. A key aspect of this is a focus on the latest reports, evaluations, prevalence/incidence data, and empirically and evidence based outcome studies. All identified relevant resources are added to our clearinghouse and entered as topical links on our website's Quick Find for ready access.
- Education Leaders’ Guide to Transforming Student and Learning Supports, published April 2014
- Character Education Partnership aims to benefit society through school reform that addresses not only academics, but also moral, social, emotional, and ethical issues. CEP has the tools, methods, and strategies to empower teachers, parents and community members to help schools achieve the important goals of character development.
- Character education includes and complements a broad range of educational approaches such as whole child education, service learning, social-emotional learning, and civic education. All share a commitment to helping young people become responsible, caring, and contributing citizens.
- Archived webinars
- CASEL is a not-for-profit organization that works to advance the science and evidence-based practice of social and emotional learning.
- Evaluations have found that social and emotional learning enhances academic achievement, helps students develop self-management and self-control, improves relationships at all levels of the school-community, reduces conflict among students, improves teachers’ classroom management, and helps young people to be healthier and more successful in school and life.
- 2013 CASEL Guide to Effective Social and Emotional Learning Programs, Preschool and Elementary School Edition
- Published September 2012, this guide provides a systematic framework for evaluating the quality of classroom-based SEL programs. It uses this framework to rate and identify well-designed, evidence-based SEL programs with potential for broad dissemination to schools across the United States. The primary goal of the Guide is to give educators information for selecting and implementing SEL programs in their districts and schools.
- Access online version
- Compendium of Preschool Through Elementary School Social Emotional Learning and Associated Assessment Measures
- Published October 2010, this compendium focuses on tools to assess the social and emotional learning (SEL) of preschool and elementary school students (i.e., five to ten year olds), along with aspects of the contexts in which they learn and their learning behaviors. These assessment measures are intended for researchers and those in the applied research community – for example, educators and social workers – who may find them useful in their work with groups of children.
- Safe and Sound: An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs
- Published in 2003, this guide reviews 80 multi-year, sequenced SEL programs designed for use in general education classrooms. Among these programs are both comprehensive and more narrowly focused programs, such as drug education or anti-violence programs, that can be combined with others. Safe and Sound also offers guidance to educational leaders on how to integrate normally isolated or fragmented efforts with other school activities and academic instruction by providing a framework for putting the pieces together.
- The Colorado Education Initiative is an independent non-profit that collaborates with the Colorado Department of Education (CDE), schools and districts across the state to accelerate achievement for all Colorado students.
- Social and Emotional Supports
The mission of the Colorado Positive Behavioral Interventions and Supports Initiative within the Colorado Department of Education is to establish and maintain effective school environments that maximize academic achievement and behavioral competence of all learners in Colorado.
- The TA Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, U.S. Department of Education to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
- Published by the Colorado Department of Education (CDE) October 2005, this document provides a summary of common practices and definitions relating to social skills.
Recommendations from the National Commission on Social Emotional & Academic Development.
A Guide to Federal Education Programs That Can Fund K-12 Universal Prevention and Social and Emotional Learning Activities
- Published May 2014 by the Center on Education Policy (CEP)
- Federal education funding has often been overlooked by districts in search of sources of support for prevention. This guide is intended to help school districts take advantage of those funds by identifying K-12 grant programs in the U.S. Department of Education (ED) that could be used to implement prevention efforts and social-emotional learning in elementary and secondary schools.
- The guide also provides examples of schools, districts, and state education agencies that have successfully supported their prevention programs with federal education dollars. An annotated bibliography of significant research regarding the impacts of school-based behavioral and emotional health interventions on student academic performance accompanies the guide.
- This toolkit was released in October 2012 through the contributions of individuals serving on the School Climate Subcommittee of the Colorado Bullying Prevention Working Group representing critical community stakeholders and educational leadership statewide.
- Developed by Colorado Department of Education and Colorado Education Initiative (then Colorado Legacy Foundation) with assistance from Colorado School Safety Resource Center and the Gill Foundation.
- Effective approaches to addressing bullying focus on improving school climate as a key approach to prevent bullying in addition to teaching adults and students skills to appropriately respond to bullying when it occurs. Given the importance of school climate in bullying prevention, it is recommended that districts and schools focus on measuring school climate rather than narrowly focusing on measuring bullying. This toolkit provides guidelines for measuring school climate, assessing readiness, obtaining parent consent, using multiple sources of data to monitor climate, conducting a focus group, communicating your results, and includes a comparison of common climate surveys.
- NCHE is the U.S. Department of Education's technical assistance and information center in the area of homeless education.
- Classrooms with Revolving Doors: Recommended Practices for Elementary School Teachers of At-Risk and Highly Mobile Students
- Classrooms with Revolving Doors: Recommended Practices for Middle Level and High School Teachers of At-Risk and Highly Mobile Students
- Teachers whose classrooms seem to have revolving doors, with students entering, withdrawing, and even re-entering throughout the school year, face a variety of challenges in meeting the needs of such highly mobile students and their more stable peers. These information briefs highlight some of those challenges and offer recommendations. Published in 2009.
- Resources for Highly Mobile Students
- The National Center for Mental Health Promotion and Youth Violence Prevention (National Center) provides training and technical assistance (TA) to Safe Schools/Healthy Students (SS/HS) and Project LAUNCH grantees. The mission of the National Center is to strengthen grantees’ capacity in achieving their goals by offering services to improve the effectiveness, efficiency, and sustainability of their work.
- Published in May 2011 by the National Center for Mental Health Promotion and Youth Violence Prevention and Collaborative for Academic, Social, and Emotional Learning.
- This brief summarizes research on the importance of school leaders in successfully implementing schoolwide SEL; outlines 10 steps toward implementation of a sustainable, high-quality, schoolwide SEL program; and shares practical advice, lessons learned, and tools for implementing and sustaining SEL programming.
- Social and Emotional Learning Resources
Strategies for Social and Emotional Learning: Preschool and Elementary Grade Student Learning Standards and Assessment
- Published in October 2011 by the National Center for Mental Health Promotion and Youth Violence Prevention and Collaborative for Academic, Social, and Emotional Learning.
- Social and Emotional Learning (SEL) is an essential component of keeping children and youth safe and healthy. SEL programming delivered in schools helps students succeed in school and in life.
- The Technical Assistance Center on Positive Behavioral Interventions and Supports has been established by the Office of Special Education Programs, US Department of Education, to give schools capacity-building information and technical assistance for identifying, adapting, and sustaining effective school-wide disciplinary practices.
- Blueprint for School-Wide Positive Behavior Support Training and Professional Development
- Published in September 2010, this blueprint is designed to assist schools, districts, and states in providing training and professional development for initial implementation and sustained implementation of Positive Behavioral Interventions and Supports (PBIS).
Adapted from CASEL’s District Resource Center, the Districtwide SEL Essentials for Superintendents offers practical guidance and resources specifically tailored for top district leaders. At its heart are 10 high-leverage superintendent actions that promote a districtwide SEL movement and systemic, high-quality implementation. This toolkit was developed through a collaboration between CASEL and AASA, the School Superintendents Association, and informed by superintendents around the country. To learn more about AASA’s Leading Social and Emotional Learning Initiative visit aasa.org/czi.aspx.
- This site is a project of the Southern Poverty Law Center. A place for educators to find thought-provoking news, conversation and support for those who care about diversity, equal opportunity and respect for differences in schools that includes publications and classroom resources.
- Speak Up At School: How to Respond to Everyday Prejudice, Bias and Stereotypes
- Published in 2012
- This guide is for the adults in the school. It offers advice about how to respond to remarks made by students and by other adults and gives guidance for helping students learn to speak up as well. Modeling the kind of behavior we want from students is one of the most effective ways of teaching it.
- Professional Development with Speak Up At School
- Article published in Observer, May 2013.
- This article reviews research relating to the links between optimism, perserverance, and a growth mindset to achievement in academic studies and in life.
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