Social & Emotional Learning

Back to Resources Index

Aligning Social Skill Aquisition with Colorado Academic Content Standards

Aspen Institute

  • 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.

Center for Mental Health in Schools at UCLA

  • 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 (CEP)

  • 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

Collaborative for Academic, Social, and Emotional Learning (CASEL)

  • 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.

Colorado Education Initiative

  • 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

Colorado Positive Behavioral Interventions and Supports (PBIS)

  • 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.

Evidence-Based Practices in School Mental Health: Social Skills

From a Nation at Risk to a Nation at Hope

  • 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.

Measuring School Climate: A Toolkit for Districts and Schools

  • 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.

National Center for Homeless Education (NCHE)

National Center for Mental Health Promotion and Youth Violence Prevention, Promote Prevent

National Positive Behavioral Interventions and Supports (PBIS)

  • 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).

Social and Emotional Learning (SEL) Toolkit for Superintendents

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

Teaching Tolerance

True Grit

  • 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.


Back to Resources Index

Web Link Disclaimer: The Colorado School Safety Resource Center (CSSRC) provides links from this site to external websites because of their potential interest or usefulness to the safe and positive school environment, an education community or the general public. It attempts to monitor such sites on a regular basis. However, the CSSRC cannot be responsible for the content of any site external to its own. Further, by linking to other sites, the CSSRC is not endorsing any particular product, practice, service, provider or institution, nor does it necessarily endorse views expressed or facts presented on these sites. In addition, neither the CSSRC nor any of its employees, makes any warranty, expressed or implied, or assumes any legal liability for the accuracy, completeness, or usefulness of any information linked to from this site.