The Missing Piece - Civic Enterprises

CIVICENTERPRISESCivic Enterprises is a public policy firmthat helps corporations, nonprofits,foundations, universities andgovernments develop and spearheadinnovative public policies to strengthenour communities and country. Createdto enlist the private, public and nonprofitsectors to help address our nation’stoughest problems, Civic Enterprisesfashions new initiatives and strategiesthat achieve measurable results in thefields of education, civic engagement,health, and many more. For informationabout Civic Enterprises, please visit theirwebsite at www.civicenterprises.net.Hart Research has been one ofAmerica’s leading public opinionand strategic research firms for fourdecades. Throughout that time, Harthas been at the forefront of identifyingand understanding Americans’changing expectations, attitudes,and behaviors, and views on publicpolicy. Hart Research’s clients comefrom virtually every sector of society,including politics, labor unions, media,non-profit organizations, and for-profitorganizations including many Fortune500 corporations. For more informationabout Hart Research, please visit theirwebsite at www.hartresearch.com.Collaborative for Academic, Social,and Emotional Learning (CASEL) is thenation’s leading organization advancingthe teaching of academic, social, andemotional skills. Our mission is to makesocial and emotional learning an integralpart of education from preschool throughhigh school. Through research, practice,and policy, CASEL collaborates to ensureall students become knowledgeable,responsible, caring, and contributingmembers of society. Learn more aboutour work at www.casel.org.

Table of ContentsOpen Letter to the American People by Jennifer Buffett and Timothy Shriver 3Executive Summary 4Introduction 11Survey Overview 13Survey Findings 1: Teachers Understand, Value, and EndorseSocial and Emotional Learning for All Students 14What Is Social and Emotional Learning? 16Snapshot: Montgomery County, MD: Schools and Communities Collaborate on SEL Strategic Plan 19Survey Findings 2: Teachers Believe Social and Emotional LearningHelps Students Achieve in School, Work, and Life 20Snapshot: The Student Perspective 21Snapshot: Cleveland, OH: SEL Is Invaluable to Improving Behavioral Outcomes and School Safety 27Survey Findings 3: Teachers Identify Key Accelerators forSocial and Emotional Learning 30Snapshot: Austin, TX: School and District Efforts Align for SEL Results 36Paths Forward 37Snapshot: DuPage County, IL: Implementing SEL State Standards at the Local Level 39Conclusion 42Acknowledgments 43Appendix 1: Methodology 44Appendix 2: Additional Information on CASEL and Resources on SEL Implementation 46Endnotes 48Bibliography 55A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 1

An Open Letter to theAmerican Peopleby Jennifer Buffett and Timothy ShriverIn too many classrooms and schools across America, children are missing a critical piece of their education. Year after year, and test after test,students and their teachers focus on the cognitive elements of education, while other life skills are often absent from the in-school experience.Reading and writing are intentionally taught, but not always resilience and responsibility. Arithmetic and higher math skills are embedded inschool goals, but not necessarily persistence and grit. In some classrooms, an “either/or” dynamic has been established where core knowledgeis taught, but not the skills to work cooperatively with others, resolve conflicts, and persevere. From the schoolhouse to State House, “academicskills” have been emphasized, tested, and reported upon, but another essential aspect of a child’s education — social and emotional learning(SEL) — has been underemphasized or altogether forgotten — with serious consequences to children, schools, and communities. The divisionsthat have polarized the debate, and kept SEL on the periphery of education reform, must end to ensure students cultivate the full suite of skillsthey need to be successful in school, work, and life.The research overwhelmingly shows the linkages among SEL, student outcomes, and school performance. Now, for the first time, we have strongevidence that those on the front lines of American education — our nation’s teachers — embrace SEL in their classrooms, for all students, aswell as endorse a more systemic approach to the use of SEL. Many teachers have been taking this approach organically, and many understandthat SEL promotes young people’s academic success, engagement, good behavior, cooperation with others, problem-solving abilities, health,and well being, while also preventing a variety of problems such as truancy, alcohol and drug use, bullying, and violence. In recent years, wehave seen many promising signs of progress. Schools and districts are increasingly prioritizing SEL, including through the Collaborative forAcademic, Social, and Emotional Learning’s Collaborating Districts Initiative. Some states, such as Illinois and Kansas, have implemented freestandingsocial and emotional student learning standards, while others have emphasized the teaching of social and emotional skills acrossacademic subject areas.Although we have powerful evidence that SEL is gaining momentum across the country, we have more to do. We have seen the country address,only in fits and starts, various aspects of SEL, such as school climate, character education, or bullying prevention. Although valuable, too oftenthese programs are ad hoc or add-ons in schools, in response to a tragic event or because of someone’s passion for the issue. Rather than thisreactionary approach, we can take specific and thoughtful steps to help teachers do the work they themselves have identified as important —to cultivate their students’ social and emotional competencies. If we chose to act, together we can help teachers become even better teachersand students reach their fullest potential.SEL should be embedded throughout the curriculum, pedagogy, and the culture of a school and emphasized in district and state educationalgoals. We must support teachers in their good work to cultivate the whole child by making sensible policies, promoting proven practices, andproviding tools and resources to boost this critical piece of education. In schools across America, SEL should become an integrated piece of theprekindergarten through twelfth grade education experience, considered as essential to education as reading, writing, and arithmetic.Students growing up today face a more complex, economically challenging, and globally connected world. America has always given priorityto unleashing the talents of its citizens to help our communities, country, and world. It is time for our country to move past false choices andensure SEL is a core aspect of every child’s education. By doing so, we can support teachers in their critical work that helps children thrive notjust as students, but also as leaders, dreamers, entrepreneurs, and citizens.Jennifer Buffett, CASEL Board of DirectorsNoVo Foundation, President and Co-Chairtimothy Shriver, CASEL Board of Directors, ChairSpecial Olympics, Chairman and CEOA National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 3

EXECUTIVE SUMMARYThe central message of this report is that teachers across America understand that social and emotionallearning (SEL) is critical to student success in school, work, and life. Social and emotional learninginvolves the processes of developing competencies, including self-awareness, self-management,social awareness, relationship skills, and responsible decision-making. Educators know these skills areteachable; want schools to give far more priority to integrating such development into the curriculum,instruction, and school culture; and believe state student learning standards should reflect this priority.Teachers also want such development to be available for all students.These and other findings are the result of a nationally representative survey of prekindergarten throughtwelfth grade teachers to assess the role and value of social and emotional learning in America’sschools. The voices of teachers on SEL are more important than ever, when expectations for classroomeffectiveness are higher, the U.S. educational advantage worldwide is slipping, and a skills gap isthreatening American economic growth.Survey FindingsThe survey’s findings have three major aspects of social and emotional learning,themes: (1) Teachers Understand,including the importance of bothValue, and Endorse Social and Emotional adopting explicit evidence-based SELLearning for All Students; (2) Teachers strategies and integrating evidencebasedSEL approaches. These findingsBelieve Social and Emotional LearningHelps Students Achieve in School and are also supported by discussions withLife; and (3) Teachers Identify Keystudents, case studies of successfulAccelerators for Social and Emotional schools, and conversations with thoughtLearning. Throughout this report, we leaders. As a result of these insights, theshare the perspectives of teachers and Paths Forward section of the report offerswhat research tells us about various recommendations on how to advanceDefining our terms: What is SEL?Social and emotional learning (SEL) involves the processes through which adults and children developsocial and emotional competencies in five areas: Self-awareness, like knowing your strengths and limitations Self-management, like being able to stay in control and persevere through challenges Social awareness, like understanding and empathizing with others Relationship skills, like being able to work in teams and resolve conflicts Responsible decision-making, like making ethical and safe choices(For more information, see page 16.)the strategic and systemic use of SEL inschools to promote student success aslearners, workers, and citizens.(1) Teachers Understand,Value, and EndorseSocial and EmotionalLearning for All StudentsTeachers recognize the benefit and needto incorporate SEL into the student learningexperience — for all students, from allbackgrounds. Furthermore, teachers havea clear understanding of what SEL is andthey believe it is teachable.Teachers Understand, Value,and Endorse SELTeachers define SEL as: “the abilityto interact or get along with others;”“teamwork or cooperative learning;”“life skills or preparing for the realworld;” and “self-control or managingone’s behaviors.” When the survey then4 The Missing Piece

offers the Collaborative for Academic,Social, and Emotional Learning (CASEL)’sdefinition of SEL (see sidebar), nearlyall teachers (93 percent) believe SEL isvery or fairly important for the in-schoolstudent experience.Teachers Endorse SEL for AllStudentsTeacher endorsement of SEL holds trueacross education levels and school types.Nearly all teachers (95 percent) believesocial and emotional skills are teachableand report that SEL will benefit studentsfrom all backgrounds, rich or poor (97percent). Research shows that amongstudents from grades five through twelve,positive emotions such as hope, wellbeing,and engagement account for31 percent of the variance in student’sacademic success (hope is 13 percent,engagement 10 percent, and well-being8 percent). 1• z Only a small minority believe it isdefinitely true that SEL should notbe taught in schools (19 percent) orthink it should only be taught in highpovertyschools (18 percent definitely/probably true).Teachers Report SEL ShouldBe Given Greater Emphasis inSchoolsNearly all teachers (88 percent) reportSEL occurs in their schools on somelevel, although less than half (44 percent)of teachers say social and emotionalskills are being taught on a schoolwide,programmatic basis. Research suggeststhat a strong, evidence-based SELprogram can help reduce studentabsenteeism and improve studentinterest — both strong indicators of astudent being on track to graduate. 2Teachers See the Importanceand Benefits of SELResearch finds that SEL programsare frequently associated with positivestudent outcomes such as an increasein pro-social behaviors and improvedacademic performance. 3 More than threequartersof the teachers believe a largerfocus on SEL will be a major benefit tostudents because of the positive effect onworkforce readiness (87 percent), schoolattendance and graduation (80 percent),life success (87 percent), collegepreparation (78 percent), and academicsuccess (75 percent).(2) Teachers Believe Socialand Emotional LearningHelps Students Achievein School, Work, and Lifesel addresses the nationalchallenge that America’seducational advantage isslippingRecent international findings illustratethat America’s advantage of a highlyeducated labor force is shrinking as morecountries reach and surpass America’seducation levels. This, however, is asolvable problem, and SEL is a keypart of the solution. Research showsthat students receiving high-qualityA National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 5

SEL demonstrate better academicperformance, motivation to learn,school behavior, and attendance — andteachers agree. For example, studiesfind that engaging young children livingin poverty in high-quality preschoolprograms that incorporate SEL themespositively contributes to their schoolsuccess, social development, crimeprevention, and economic performance.SEL Boosts AcademicPerformanceA majority of teachers report that SEL canhelp move the needle on key academicfactors. Eight in ten teachers think SELwill have a major benefit on students’ability to stay on track and graduate andwill increase standardized test scoresand overall academic performance (77percent). Three-quarters (75 percent)believe SEL will improve student academicachievement. Research supportsteachers’ views in this regard. A 2011meta-analysis found that students whoreceive SEL instruction have academicachievement scores an average of 11percentile points higher than studentswho did not participate in SEL programs. 4• z Schools where SEL is taughtschoolwide are more likely toreport their school is successful atdeveloping key content knowledge (85percent) compared to schools whereSEL is ad hoc (72 percent) or nothappening at all (63 percent).SEL Increases Student Interestin LearningNearly seven in ten teachers (69 percent)report student lack of interest as at leastsomewhat of a problem in schools andamong these teachers who see students’lack of interest as at least somewhat ofa problem, three-quarters (73 percent)report SEL is very important. Nearly eightin ten of all teachers (77 percent) saySEL will improve academic performance.Research corroborates teachers’ views: Arecent meta-analysis found that studentswho received explicit SEL skills instructionwith evidence-based SEL programsdemonstrated improved attitudes andbehaviors, including a greater motivationto learn, improved relationships withpeers, and a deeper connection to theirschool. 5• z A correlation was found betweenlack of student interest and schoolswith less of a schoolwide emphasison SEL. Only 61 percent of teacherswho report SEL is implemented on aprogrammatic basis schoolwide alsoreport lack of interest in learning asa problem, compared to 74 percentof teachers in schools where SEL isonly taught by some teachers and 77percent of teachers in schools whereSEL is not taught.SEL Improves Student BehaviorMore than half (57 percent) of teachersbelieve poor student behavior is at leastsomewhat of a problem. Majoritiesof these teachers believe SEL is asolution. Of the teachers who list poorstudent behavior as at least somewhatof a problem, three in four (78 percent)say SEL is very important and 79percent think it will improve studentperformance. Students in SEL programsenjoy, on average, a 9–10 percentagepoint improvement in positive attitude,addressing conduct problems andreducing emotional distress, comparedto students not participating in SELprograms. 6• z Poor student behavior is a biggerproblem in schools with limitedfocus on SEL. Teachers who work inschools that they report place toolittle emphasis on SEL are more likelyto say that poor student behavioris at least somewhat of a problemcompared to teachers at schoolsthat place the right amount or moreemphasis (68 versus 53 percent).SEL Prevents and ReducesBullyingNearly half of teachers (42 percent)list bullying as at least somewhat ofa problem, and three in four of theseteachers (75 percent) think SEL is veryimportant. Research supports this finding.Various SEL programs have been foundto decrease by half the annual number ofstudent fights, decrease violent behaviorsby 19 percentage points, and reduceclassroom hostility. 7• z There is a correlation between higherrates of bullying and schools withlimited SEL focus. More than half ofteachers (54 percent) who say thereis too little emphasis on SEL alsosay bullying is at least somewhatof a problem, compared to only 37percent of teachers in schools withthe right amount of emphasis on SEL.On the other hand, only 26 percentof teachers in schools successful6 The Missing Piece

at developing SEL say bullying is aproblem.SEL Improves School ClimateThe survey finds that of the teacherswho view negative school climate asa problem, 80 percent view SEL as asolution. Teachers in schools that reportsuccessful SEL programs are half aslikely to say their school has a negativeschool climate compared to teachers inschools without successful SEL programs(21 percent versus 44 percent). Fifteenyears of school reform research supportsteachers’ opinions on SEL and schoolclimate. Studies identified five essentialsupports for effective school change —one of which is a learning climate thatis safe, welcoming, stimulating, andnurturing to all students. In a recent smallsample study, 25 percent of the studiedSEL programs were directed at making achange in school culture and climate. 8• z Teachers in schools where social andemotional skills are not taught arenearly twice as likely to report schoolclimate as a problem as teachersin schools where it is taught on asystemic basis (43 versus 28 percent).Sel Addresses the NationalChallenge that Many GraduatesDo Not Have the Skills To BeSuccessfulAcross multiple measures of education,the American advantage of a highlyeducated labor force is quickly erodingand America has a skills gap. Thesetrends start early in the educationalpipeline and persist. For example, collegeattainment rates in the U.S. are growingat a below-average rate comparedto other peer nations, and there areapproximately three million jobs for whichthe U.S. is not training qualified workers. 9Only 78.2 percent of American studentsgraduate from high school on time, 10 andfewer than 40 percent of 25–34-yearoldshave some postsecondary degree. 11Most jobs today and in the future requirenot only a high school diploma, but alsosome college. 12 SEL is part of the solutionto address these challenges — andteachers agree.Teachers Believe Social andEmotional Skills Will HelpPrepare Students for the RealWorldResearch supports this finding. Onaverage, students participating in SELprograms have better social skills than 76percent of comparison-group studentsand have an average 23 percentage pointgain in social-emotional skills relativeto students not participating in SELprograms. 13z • A majority of teachers believe SELwill be a major benefit in preparingstudents for the workforce (87percent). Nearly eight in ten teachersbelieve a larger focus on SEL will haveA National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 7

a major benefit on students’ ability tostay on track to graduate (80 percent),prepare for college (78 percent), andbecome good citizens (87 percent).• z A majority of teachers (86 percent)believe teaching skills to apply to realworldsituations should have a greatdeal of emphasis in schools. Whensurveyed, more than 80 percent ofdropouts said their chances of stayingin school would have increased ifclasses were more interesting andprovided opportunities for real-worldlearning. 14(3) Teachers Identify KeyAccelerators for Socialand Emotional LearningSEL provides an opportunity for apowerful, student-centric approachto education that puts the social andemotional development of the child atthe heart of every classroom, school, anddistrict nationwide. SEL helps teachersbecome more effective by fostering theirown social and emotional developmentand supporting a caring and challengingclassroom climate. SEL programs aregaining in popularity and are increasinglybeing integrated into school curricula.In the survey, teachers identified keymeans to accelerate the use of SEL inclassrooms, schools, and communities.Schoolwide ProgrammingCould Support Teacher Interestin SEL ImplementationTeachers report that while SEL isoccurring organically, there is adisconnection between the demand forSEL that teachers report and schoolwideprogramming available to students. SELprogramming decreases as studentsadvance through the grades: only 28percent of high school teachers say itis occurring schoolwide, compared to8 The Missing Piece43 percent of middle school teachersand 49 percent of prekindergartenand elementary school teachers.Only 39 percent of teachers in highpovertyschools report schoolwide SELprogramming compared to 53 percent ofteachers in low-poverty (where less than30 percent of the student body are onfree or reduced-price lunch).• z A majority of teachers (81 percent)rank time as the biggest challenge toimplementing SEL, although researchshows SEL can support increased timeon task. Schoolwide initiatives maysupport teachers in their interest inimplementing SEL, as resources couldbe shared and lessons reinforced.Embed SEL in Student LearningStandardsTwo in three teachers (62 percent) thinkthe development of social and emotionalskills should be explicitly stated in theirstate education standards. Researchsuggests that student learning standardsmay increase the likelihood thatstudents will receive better instructionin SEL, experience improved schoolconnectedness, and become betterlearners. 15• z This sentiment is shared by teachersacross grade levels and incomelevels of their students: More thanhalf of teachers in prekindergartenand elementary school (65 percent),middle school (64 percent), and highschool (55 percent) want SEL in theirstate standards. Furthermore, morethan half of teachers in high-poverty(68 percent) and low-poverty (59percent) schools want SEL in theirstate standards.Improve and IncreaseProfessional Developmentfor SELThe survey finds that SEL training islacking in most schools. Four in fiveteachers (82 percent) report interest inreceiving further training on SEL, with61 percent “fairly” or “very” interested.Only half (55 percent) of teachers receivesome form of SEL training, and of that23 percent is in-service. Preschool andelementary school teachers are themost likely to receive SEL training (60percent) while high school teachersare the least likely (47 percent).Professional development to supportteacher knowledge, effective pedagogy,and practices enhances effective SELimplementation. 16 Research also showsthat SEL programming is more effectivewhen evidence-based programs areadopted and implemented with quality. 17Engage Parents and FamiliesTeachers surveyed report that “studentsnot learning social and emotional skillsat home” was among the top reasonsto teach SEL in school, and thereforea potential area for growth. Eight inten teachers (81 percent) say a lackof skills reinforcement at home is abig challenge for their school tryingto implement SEL, and more than halfof teachers (66 percent) list it as thebiggest challenge. A similar majority (80percent) who view SEL as very importantand think it definitely improves studentacademic performance (80 percent) saylack of reinforcement at home is a bigchallenge. Research finds that childrenwhose parents are more involved in theireducation, regardless of their familyincome or background, are more likely toearn higher grades and test scores, enrollin higher-level classes, attend schooland pass their classes, develop bettersocial skills, graduate from high school,attend college, find productive work, andbecome more caring individuals andproductive citizens. 18

paths forwardAs a nation, we have the opportunityto change the lives of millions ofAmerican youth with the use of a verypowerful strategy: social and emotionallearning. SEL provides students withthe fundamental skills to achieve inschool and succeed in life. Researchconsistently shows the benefits of SEL,and in many schools teachers areincorporating transformative strategiesinto their curricula. We now havepowerful evidence that teachers acrossthe country endorse and advocate for anincreased emphasis on these key tools.We also have models of effective policiesand practices that could be replicatedacross the country, to better supportteachers in this important work.Although SEL is starting to beincorporated in federal policies andinitiatives, such as the Race to theTop District requests for proposals andthe Academic, Social, and EmotionalLearning Act of 2013, it has not beensufficiently prioritized. Federal, state,and local education policy is not yetaligned with the rich insights of the SELfield, and there is a gap in the public’sunderstanding of what SEL means; whyit is important for education and life;and what parents, citizens, and youngpeople can do to become effective SELadvocates and role models. In order tomaximize its benefits, key polices andstrategies must be pursued that promote,strengthen, and sustain social andemotional learning initiatives across thecountry. The following recommendationswere guided by the opinions of morethan 600 teachers in the nationallyrepresentative survey and informed bya variety of leading social and emotionallearning organizations and educationfocusedresearch groups. 19Promote Social andEmotional Learning inClassrooms, Schools, andCommunitiesLink SEL to SchoolwideActivities and Other SchoolServicesTeachers can incorporate social andemotional skills into all school topicsacross all grades. For example, theycan use goal-setting instructions andfocus on problem-solving strategies andthe decision-making process. Acrossthe school, educators can stress theimportance of access and opportunities tolearn and practice SEL in the classroomas well as at home and in the community.Conduct Resource and NeedsAssessments in SchoolsFor SEL to be a success systemically,the school and the community mustdetermine the resources, needs, andreadiness of the school and identify SELbest practices and measures that fittheir school. This can be accomplishedthrough resource and needs assessmentsthat build on evidence-based SELprogramming that is already beingimplemented and appropriatelyaddresses the needs identified bystudents, parents, and school staff.Ensure Effective Coordinationwith Out-of-School PartnersFamily involvement facilitates a child’sacademic, social, and emotionallearning and functioning. A successfulschool-family partnership (SFP) mustbe based on the idea that all familiescan contribute to a child’s learningand development, and parents as wellas teachers share the responsibility.Likewise, community-school partnershipscan help to better facilitate a child’sprogress through school. To facilitate thecreation of student-family-communitypartnerships, schools must create anSEL or SFP coordinator to serve as aliaison with families and communitypartners. Teachers should also shareSEL strategies, tools, and resourceswith parents to help with at-homereinforcement.A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 9

Strengthen Social andEmotional Learning byInvesting in EducatorsProvide and Fund IntegratedProfessional Development toEducatorsEducators should be provided highqualityprofessional development onteaching social and emotional skillsduring both pre-service and inservice(professional development)training. Professional development forteachers, principals, and professionaland paraprofessional staff shouldfocus on teaching explicit core socialand emotional skills, embedding SELin regular instruction, and creatingopportunities for students to apply socialand emotional skills throughout the day.Tie SEL to Classroom, School,and District GoalsSchool, district, and state educationleaders should work to align systems ofreporting and accountability to clearlydefined goals. Modifying report cards toreflect SEL goals and focusing on datacollection and review to create tailoredand adjustable SEL action plans canaccomplish this. District support andleadership for SEL is critical and willdetermine the extent to which teachersand other school leaders can plan andproceed.Sustain Social and EmotionalLearning through High-Impact LeversCreate State Student LearningStandards and Connect withCommon Core State StandardsStandards can provide clearexpectations of what students shouldknow and be able to do. Statelegislators should connect social andemotional development in existing stateeducation standards and/or createstand-alone prekindergarten throughtwelfth grade social and emotionalstandards. Connecting social andemotional standards to common corestandards and assessments will furtherincentivize schools, districts, and statesto incorporate SEL into their educationpolicies and practices.Ensure Sustainable FundingPublic and philanthropic investments,including Title II of the Elementary andSecondary Education Act (ESEA), shouldidentify SEL professional developmentand program implementation as fundingpriorities and provide funding preferencesin competitive grants to reward states,districts, and schools with a clear SEL plan.Support Federal Policies thatPromote SELThe Academic, Social, and EmotionalLearning Act of 2013 will expand theavailability of programs that teachstudents skills such as problemsolving,conflict resolution, responsibledecision-making, relationship building,goal-setting, and self-discipline. Thisbipartisan model legislation supportingstudents’ development throughacademic, social, and emotional learninghas been introduced in Congress andshould be passed, or its languageincorporated into other key pieces oflegislation, like ESEA. 20Advance a Robust ResearchAgendaA robust pool of research is requiredthat practitioners and policymakers alikecan draw from and learn. The Instituteof Education Sciences can prioritizeresearch on districtwide, schoolwide,and classroom programs to enhanceacademic, social, and emotional learningand its effects on key issues, such asschool climate, bullying, student wellbeing,and academic performance.Research on the impact of schoolwideSEL programming versus classroomprogramming and explicit SEL skillsinstruction versus intentional pedagogicalintegration would fill important researchgaps. Furthermore, states or districtswith comprehensive SEL student learningstandards should be studied. It is alsocritical to develop SEL assessmenttools that educators can use tomeasure students’ social and emotionalcompetence.The lack of urgency around SEL implementation in schools threatens the future success of America’schildren. SEL is a proven strategy that is endorsed by teachers across the country. Yet too few schoolsand far fewer school systems are adopting explicit evidence-based SEL strategies or integratingevidence-based SEL approaches — both of which are needed. SEL has been underutilized for toolong. Our lack of action inhibits students across the country from fully realizing their potential asknowledgeable, responsible, caring, and contributing individuals. The time has passed to debate whetherschools should make SEL a central focus. Now we must act to ensure our students and teachers areequipped with the knowledge and skills they need to be successful in school, work, and life.10 The Missing Piece

INTRODUCTIONAmerica risks a generation of talent, needlessly lost. Our nation aspires to live up to its dream of equalopportunity for all as we educate our children to be knowledgeable, responsible, caring, and contributingindividuals. We want them to be poised for a lifetime of opportunity and success in a rapidly changingeconomy and world.But today in America, more than onemillion school-aged children do notgraduate from high school with theirpeers, 21 with huge consequences to them,society, and our economy. 22 Even amonghigh school graduates, too few enrollin and complete college. 23 Ironically,America has a widening skills gap and3.6 million available jobs right at a time ofhigh unemployment, 24 particularly amongyouth. Tragically, these educational trendsresult in nearly seven million youth (ages16–24) disconnecting from school orwork, leaving many of them unable tosupport themselves, raise families, andgive back to their communities. 25 Suchdisconnection also costs taxpayers $93billion per year and $1.6 trillion over thelifetimes of these youth. 26This does not have to be America’sstory. In communities across the UnitedStates, students are facing ever-higherstandards in schools, more complexenvironments with the breakdown offamilies and neighborhoods, and aneconomy that requires a broader rangeof skills. Many of the skills that enablestudents to navigate successfully — suchas self-awareness and -management, gritand determination, empathy and conflictresolution, discipline and industriousness,and application of knowledge and skillsto real-world situations — are not beingsystemically integrated into Americanschools. These are the very life skills andexperiences that dropouts themselvessay would have kept them in schooland on track, 27 as social and emotionallearning (SEL) provides students withthe fundamental skills to achieve inschool and succeed in life. These arealso the skills that teach all of us how tohandle our relationships, our careers,and ourselves in an effective and fulfillingmanner, enabling success not just inschool, but in work and civic life.There is powerful evidence that SEL,if scaled, could dramatically improvestudent achievement in schools and alifetime of outcomes for children thatwould strengthen education, the economy,and our communities. (See page 16 formore information on the definition of SEL.)A robust body of research shows thatadopting explicit evidence-based SELstrategies and integrating evidence-basedSEL instructional approaches are linkedto a variety of positive outcomes forchildren, ranging from improved attitudesand behaviors to better academicperformance. A number of studies haveshown that students who receive SELhave achievement scores an average of11 percentile points higher than studentswho do not. 28 There are also powerfulexamples of schools, districts, and statesintentionally prioritizing SEL in programsand policies, including the eight schooldistricts engaging in the Collaborativefor Academic, Social, and EmotionalLearning (CASEL)’s CollaboratingDistrict Initiative. 29 This report featurescase studies on Austin, TX; Cleveland,OH; Montgomery County, MD; andDuPage County, IL, as well as the IllinoisState Standards, as examples of thesesuccesses and as a challenge that otherscan lead in this important work, too.Defining our terms: What is SEL?Social and emotional learning (SEL) involves the processes through which adults and children developsocial and emotional competencies in five areas: Self-awareness, like knowing your strengths Relationship skills, like being able to work inand limitationsteams and resolve conflicts Self-management, like being able to stay in Responsible decision-making, like makingcontrol and persevere through challenges ethical and safe choices Social awareness, like understanding and (For more information, see page 16.)empathizing with othersIn addition to this compelling evidence,now — for the first time ever — we haveevidence that teachers across the nation— those closest to the developmentof children — readily endorse thisapproach. In November and December2012, more than 600 educators,from prekindergarten, elementary,middle, and high schools across thecountry, demonstrated that they havea common vision for schools, whichA National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 11

Survey Findings 1TEACHERS UNDERSTAND, VALUE, ANDENDORSE SOCIAL AND EMOTIONALLEARNING FOR ALL STUDENTSTeachers recognize the benefit and need to incorporate social and emotional learning (SEL) into thestudent learning experience — for all students, from all backgrounds. Furthermore, teachers have aclear understanding of what SEL is and they believe it is in fact teachable. In discussions with teachersand administrators across the country, they explained that SEL transformed classrooms, schools, anddistricts by creating environments where both students and teachers wanted to come to school, buildrelationships, and learn together.Teachers Endorse SEL forAll StudentsSEL is the process by which childrendevelop intrapersonal and interpersonalskills to succeed in all aspects of life. 36The literature explains there is a specificsuite of skills, attitudes, attributes, anddispositions that help children makepositive decisions related to academics,personal decisions, and scenariosrelated to work. 37 These skills enablechildren to navigate challenges they willface over their lives and guide them tosuccessful outcomes that are beneficialto themselves and society at large. 38A considerable amount of SEL-relatedresearch spans several disciplines,including developmental psychology,neurobiology, sociology, education reform,disengaged youth, and philosophy.CASEL provides a comprehensive andresearch-based definition of SEL (seesidebar on page 16), yet the field lacksconsensus on terminology. For example,“character education,” 39 “21st centuryskills,” “character strength building,” 40“soft skills,” “non-cognitive skillsdevelopment,” 41 “conscious discipline,” 42and “psychosocial intervention” 43 areseveral of the terms associated (andsometimes conflated) with SEL. In a studyconducted by KSA-Plus Communicationsfor CASEL, interviewees from the privateand public sectors all agreed on theimportance of SEL — but used their ownvaried language to define it. 44Our nationally representative sampleof teachers confirms this reality — SELas a concept is understood, althoughthe terminology can vary. The surveyalso found that teachers’ personalFigure 1 When thinking about the definition of SEL (see page 16)… how important is it for schools to promotedevelopment of these social and emotional skills as part of students’ in-school experience?Very/fairly importantVery important76%93%Somewhat important7%Fairlyimportant17%14 The Missing Piece

Figure 2 When provided with CASEL’s definition of SEL, teachers overwhelmingly believe it should be animportant part of students’ in-school experience.Teachers see social and emotional skills as most relevant for elementary schools. Still, majorities believe it should be a bigpriority through high school. They said teaching social and emotional skills should be a big priority at this level:In preschoolIn elementary schoolIn middle school63%61%All teachers 77%Pre-K/Elementary school teachers 79%Middle school teachers 72%High school teachers 73%77%80%74%71%69%74%In high school42%53%56%63%understanding of SEL lines up closelywith CASEL’s definition (for full definition,see page 16), indicating that teachersendorse this definition. Teachers defineSEL as the ability to interact or get alongwith others, teamwork or cooperativelearning, life skills or preparing for thereal world, and self-control or managingone’s behaviors. Further, when promptedwith the CASEL definition, SEL is stronglyendorsed. Nearly all teachers (93percent, including 76 percent who citedit as very important) believe SEL shouldbe an important part of the in-schoolexperience (Figure 1).This endorsement of SEL holds trueacross education levels and school types(Figure 2). Only a minority of teachers(19 percent) thinks SEL should not betaught in schools. A full 95 percent ofteachers believe social and emotionalskills are teachable (including 97 percentof prekindergarten and elementary schoolteachers). A majority of prekindergartenand elementary school teachers (86percent), middle school teachers (72percent), high school teachers (58percent), teachers from schools withhigh rates of poverty (76 percent), andteachers from schools with low rates ofpoverty (74 percent) report that SEL isan important part of students’ in-schoolexperience. Furthermore, nearly everyteacher surveyed (97 percent) saythat SEL will benefit students from allA full 95 percent of teachersbelieve social and emotionalskills are teachable (including97 percent of preschool andelementary school teachers).A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 15

Survey Findings 1What is Social and Emotional Learning?Social and emotional learning (SEL) involves the processes through whichchildren and adults acquire and effectively apply the knowledge, attitudes, andskills necessary to understand and manage emotions, set and achieve positivegoals, feel and show empathy for others, establish and maintain positiverelationships, and make responsible decisions. 33 SEL programming is based onthe understanding that the best learning emerges in the context of supportiverelationships that make learning challenging, engaging, and meaningful. Socialand emotional skills are critical to being a good student, citizen, and worker; andmany different risky behaviors (e.g., drug use, violence, bullying, and droppingout) can be prevented or reduced when multiyear, integrated efforts are used todevelop students’ social and emotional skills. This is best done through effectiveclassroom instruction; student engagement in positive activities in and out of theclassroom; and broad parent and community involvement in program planning,implementation, and evaluation. 34 Effective SEL programming begins in preschooland continues through high school.CASEL has identified five interrelated sets of cognitive, affective, and behavioralcompetencies (Figure 3), which framed the survey development (for additionalinformation on CASEL, please see Appendix 2). The definitions of the fivecompetency clusters for students are:• Self-awareness: The ability to accurately recognize one’s emotions andthoughts and their influence on behavior. This includes accurately assessingone’s strengths and limitations and having a well-grounded sense ofconfidence and optimism.• Self-management: The ability to regulate one’s emotions, thoughts, andbehaviors effectively in different situations. This includes managing stress,controlling impulses, motivating oneself, and setting and working towardpersonal and academic goals.• Social awareness: The ability to take the perspective of and empathizewith others from diverse backgrounds and cultures; to understand social andethical norms for behavior; and to recognize family, school, and communityresources and supports.• Relationship skills: The ability to establish and maintain healthyand rewarding relationships with diverse individuals and groups. ThisFigure 3SocialAwarenessSelf-ManagementManaging emotionsand behaviors toacheive one’s goalsShowing understandingand empathy for othersSocial &EmotionalLearningRelationship SkillsSelf-AwarenessRecognizing one’s emotionsand values as well as one’sstrengths and challengesForming positive relationships,working in teams, dealingeffectively with conflictResponsibleDecision-MakingMaking ethcial,constructive choicesabout personal andsocial behaviorincludes communicating clearly, listening actively, cooperating, resistinginappropriate social pressure, negotiating conflict constructively, andseeking and offering help when needed.• Responsible decision-making: The ability to make constructive andrespectful choices about personal behavior and social interactions basedon consideration of ethical standards, safety concerns, social norms, therealistic evaluation of consequences of various actions, and the well-beingof self and others.The short-term goals of SEL programs are to (1) promote students’ self-awareness,self-management, social-awareness, relationship, and responsible decisionmakingskills; and (2) improve student attitudes and beliefs about self, others,and school. These, in turn, provide a foundation for better adjustment andacademic performance as reflected in more positive social behaviors and peerrelationships, fewer conduct problems, less emotional distress, and improvedgrades and test scores (Figure 4). 35Figure 4Outcomes Associated withthe Five CompetenciesSEL Approaches● Explicit Social and EmotionalSkills Instruction●●Integration with AcademicCurriculum AreasTeacher InstructionalPractices4Social and EmotionalSkill Acquisition: FiveCompetence AreasImproved Attitudes aboutSelf, Others, and Schools4Positive Social BehaviorFewer Conduct ProblemsLess Emotional DistressAcademic Success16 The Missing Piece

Figure 5 Many teachers believe their schools place too little emphasis on developing students’ life skills,including their social and emotional skills.Developing students’ ability to apply knowledgeand skills to real-world situationsMy school places too littleemphasis on this goal32%Developing students’ social and emotional skills30%Developing critical thinking and reasoningabilities in students26%Developing students’ knowledge and skills in keycontent and subject areas7%backgrounds, rich or poor. A minority ofteachers (18 percent) think it is importantto teach social and emotional skills onlyin high-poverty schools.Teachers Say SEL Should BeGiven Greater EmphasisThe survey finds that nearly nine in tenteachers (88 percent) say SEL occursin their schools, either on an individualteacher (ad hoc) basis or schoolwide.One-third of teachers (30 percent) reportthat their schools place too little emphasison developing social and emotional skillsand skills related to these competencies(Figure 5), including developing students’ability to apply knowledge to real-worldsituations (32 percent). Teachers aremore than four times as likely to saytheir school places too little emphasis ondeveloping social and emotional skills(30 percent) versus developing students’knowledge and skills in key content andsubject areas (7 percent).Teachers See theImportance and Benefitsof SELIn addition to endorsing SEL as animportant component of the schoolexperience, teachers also report manybenefits of SEL to students. Randi“Teachers enter the profession to provide a well-rounded educationand support the whole student, which includes social and emotionalskills development. SEL is a critical part of every child’s growth, bothas students and as contributing members of society. Teachers haveshared with us how important this is — now it’s up to all of us tosupport them in this essential work.”— Randi Weingarten, President of the American Federation of TeachersWeingarten, President of the AmericanFederation of Teachers, explains,“Teachers enter the profession to providea well-rounded education and supportthe whole student, which includes socialand emotional skills development. SEL isa critical part of every child’s growth, bothas students and as contributing membersof society.” Likewise, research findsthat SEL programs are most frequentlyassociated with positive results, increasedpro-social behavior, and improvedacademic performance. 45 One teacherfrom Philadelphia puts it simply: “[SEL]needs to be taught everywhere.”More than three-quarters of teachersbelieve a larger focus by schools on SELwill have a major benefit on students inthe crucial areas of workforce readiness(87 percent), school attendance andgraduation (80 percent), life success(87 percent), college preparation (78percent), and academic success (75percent). Teachers also report relationaland academic benefits. A majority ofteachers (94 percent) say teaching socialand emotional skills will probably ordefinitely improve relationships betweenteachers and students and reduce bullying(93 percent). More than three-quartersA National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 17

Survey Findings 1Figure 6 The relational benefits to teaching social and emotional skills are readily apparent; academic benefitsare seen as likely.Teaching social and emotional skills in schools:Will improve relationships betweenteachers and studentsThis is definitely trueThis is probably trueThis isnot true59% 35% 5% 1%Not sure30%Will improve relationships among studentsand reduce bullying57% 36%5%2%26%Will improve students’ academic performance,such as increasing standardized test scores7%36%41% 18%5%of teachers (77 percent) think social andemotional skills will improve students’academic performance (Figure 6).Teachers in high-poverty schools (schoolswith 60 percent or more students inthe free/reduced-price lunch program)are even more likely to endorse SELthan their peers in higher resourcedcommunities (Figure 7). They are morelikely to report social and emotional skillswill improve student-teacher relationships(63 percent versus 44 percent), reducebullying (61 percent versus 51 percent),and improve students’ academicperformance (42 percent versus 27percent). Furthermore, only 8 percent ofteachers believe that social and emotionalskills should be taught to only studentswith social and emotional problems. Theresearch base is beginning to explicitlyshow the positive effects of SEL forstudents in low-income communities. Forexample, students participating in socialand emotional intervention programsin high-poverty urban high schoolswere found to have improved social,behavioral, emotional, and academicadjustment, including higher grade pointaverages, compared to those studentsnot participating in the program. 46 Somenational education organizations thatserve these populations are embeddingSEL into their programming. 4718 The Missing Piece

Figure 7learning.Teachers at high-poverty schools are especially convinced of the benefits of social and emotionalTeaching social and emotional skills in schools:Will improve relationships betweenteachers and students60% low-income*63%Will improve relationships amongstudents and reduce bullying51%61%Will improve students’ academic performance,such as increasing standardized test scores27%42%*Income measured by free and reduced-price lunch.SnapshotMontgomery County, MD: Schools and CommunitiesCollaborate on SEL Strategic Plan“I know it will be a challenge … but it’s important work and we are committedto doing it.” 48 This determined sentiment expressed by an administrator inthe Montgomery County Public School District (MCPS) has sustained efforts toimplement districtwide social and emotional learning. In July 2011, administratorsbegan developing a strategic plan that included efforts to integrate SEL into theirschools and academic curricula to improve school climate and academic outcomes.MCPS has made SEL a district priority based on the growing evidence that SEL isnecessary, not only for interpersonal relationships and academic achievement butfor future success in the workplace.MCPS serves more than 149,000 students, 33.0 percent White, 26.7 percentHispanic, 21.3 percent students of color, and 14.3 percent Asian. 49 Althoughdistrict schools range in size and demographics, MCPS wanted to involve theentire community in developing the SEL components of its strategic plan. Inspring 2012, MCPS held a community forum to begin laying the groundwork. Morethan 250 community leaders attended and shared feedback. The forum includedseveral small-group breakout sessions where MCPS staff, parents, and communitymembers discussed how social and emotional competencies can be promotedin school, in the community, and at home. 50 District administrators believethat community buy-in is crucial to the success of their SEL initiative and havecontinued to incorporate community participation through their “network teams”in revising its strategic plan. The teams are made up of about 60 individualsincluding teachers, psychiatrists, parents, business leaders, and other communitymembers. Teams meet every two weeks to draft the plan. Parent involvement isespecially important in these teams as MCPS administrators hope that social andemotional competencies learned in schools will be reinforced at home by students’families. In addition to these efforts, teachers and school administrators haveworked hard to imbed SEL in Curriculum 2.0, a Common Core State Standardsalignedcurriculum that focuses on developing critical and creative thinkingskills, essential academic skills, and skills that prepare students to succeed incollege and career. 51 Curriculum 2.0 requires students to work in teams, activelycollaborate, and problem solve during lessons. 52Montgomery County hopes to have completed its strategic plan framework by June2013, with Curriculum 2.0 fully implemented in kindergarten through fifth grade infall 2013. 53 MCPS is on track to meet this goal, although administrators admit thatit has not always been easy. Measuring SEL has been a particular challenge, butthe district is committed to developing an evaluation program that can accuratelytrack both academic and school climate outcomes. Professional development (PD)has also been a challenge. Administrators want to make sure PD is targeted andspecific and helps adults accurately recognize the level of social and emotionalcompetencies in each student. Despite these challenges, MCPS is optimistic andexcited to begin implementation. As one educator remarks, “It’s tough work but it’sthe right work.”A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 19

Survey Findings 2Teachers believe SOCIAL ANDEMOTIONAL LEARNING HELPS STUDENTSACHIEVE IN SCHOOL, WORK, AND LIFEThe research — and the voices of teachers across the country — shows that social and emotionallearning (SEL) can help to solve key national challenges related to our education and workforcereadiness. SEL can help students in all schools, especially in schools with higher percentages of lowincomestudents. Studies find engaging children in high-quality programs positively contributes to schoolsuccess, social development, crime prevention, and economic performance. 54 These benefits in turn helpschools, families, communities, employers, and our economy.Addressing theNational ChallengeAmerica’s EducationalAdvantage is SlippingAcross multiple measures of education,the American advantage of a highlyeducated labor force is quickly erodingas more countries reach and surpass thequalification levels of American students.These trends start early in the educationalpipeline and persist. Among peer nations,the U.S. ranks in the bottom half (28thof 38) in the percentage of studentsenrolled in early childhood education. 56American 15-year-olds are average inreading (14th of 34) and below averagein mathematics (25th of 34). 57 The U.S.ranks near the bottom in high schoolcompletion (22nd of 27), 7 percentagepoints below the Organisation forEconomic Co-operation and Development(OECD) average. 58 The U.S. is also belowthe OECD average in the rate of studentswhose parents went to college (29percent), which is alarming given thatlevel of parental educational attainmentis one of the highest indicators of studentsuccess. 59 Although the U.S. is above theOECD average in college completion (42percent completion rate for 25–34-yearoldsversus 30 percent), the U.S. hasfallen from first to fourteenth in the worldin college attainment and is far behindthe leader, Korea (with 65 percent). 60More worrisome, college attainmentrates in the U.S. are growing more slowlythan the international average. 61 SEL canhelp address these gaps. For example,according to Eduardo Padron, Presidentof Miami Dade College, “I could not agreemore with the importance of embracingsocial and emotional learning at all levels“I could not agree more with the importance of embracing socialand emotional learning at all levels of education, but particularly inhigher education. We have an opportunity to affect not only individuallives but also the quality of life in our communities and our civicconversation.”— Eduardo Padron, President of Miami Dade Collegeof education, but particularly in highereducation. We have an opportunity toaffect not only individual lives but also thequality of life in our communities and ourcivic conversation.”SEL Can Be a Key Part of theSolutionThe education challenge in Americais solvable — and SEL is a key tool toaddress it. One research study shows thatamong one million students from gradesfive to twelve, positive emotions suchas hope, well-being, and engagementaccount for 31 percent of the variancein students’ academic success (hopeis 13 percent, engagement 10 percent,and well-being 8 percent). 62 In a surveyof the nation’s dropouts, many said theywould have stayed on track to graduateif they had been provided social andemotional skills — including buildingrelationships with in-school peers andadults, demonstrating leadership, andsharing their dreams for the future. 63A recent meta-analysis of more than200 rigorous studies of SEL in schoolsindicates that students receiving explicitSEL skills instruction with evidence-20 The Missing Piece

“The academic pieces andSEL have to be mutuallyreinforcing. High-qualityteachers understand thisintuitively — but we needto integrate these far betterthan we are today.”— Margaret Spellings, U.S.Secretary of Education (2005–09)based SEL programs demonstrated betteracademic performance (achievementscores an average of 11 percentile pointshigher than students who did not receiveSEL instruction), improved attitudesand behaviors (greater motivation tolearn, deeper commitment to school,increased time devoted to schoolwork,better classroom behavior, and improvedSnapshotThe Student PerspectiveSEL is shown to be — and endorsed as — beneficial to children from diversenational, cultural, and linguistic contexts, especially pertinent given changingAmerican demographics. 55 Students agree: SEL has important benefits and schoolsshould place greater emphasis on developing these skills. In-depth interviewswith fifteen middle and high school students from diverse backgrounds revealthat students find CASEL’s five social and emotional competencies valuable,particularly because of the social and career benefits.A Better In-school ExperienceThe majority of students say that teachers should spend more time helpingstudents develop these skills, as SEL was not a consistent part of their schooling.If schools placed a great emphasis on developing students social and emotionalskills — which they want — students would expect to do better academically andthe school climate would be more conducive to learning. As one eighth grade girlsays, “If students have better social and emotional skills, then they will probablyget better grades. They would realize that school is important.”Improved Relationships with OthersWhen provided with definitions for CASEL’s five social and emotional skills,students easily explained how these skills would help students to get along betterwith each other — which would in turn support success in school and work. Onetwelfth grade boy explains, “Having social and emotional skills will prevent a lot ofstress-related incidences that happen in workplaces and it will help you enjoy yourjob. If you get mad at your job, you just don’t want to be there and it will get worseevery day. It would help you focus on your work better and rise to a promotion.”Long-term Educational BenefitsSome students volunteer that social and emotional skills would help them stay inschool by making school more enjoyable and helping them to better manage theirfrustrations. Because intrapersonal skills help develop a sense of identity andpurpose, students believe these skills will give them the direction they need tosucceed in college and in career. One seventh grade girl explains, “Learning aboutyourself as a person is important so that you have an idea about what you want todo when you are older. When you know who you are, what you want to do, and whoyou want to be, then you can know how to get there.”A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 21

Survey Findings 2Figure 8 Social and emotional issues such as lack of motivation and poor student behavior are seen as at leastsomewhat of a problem in many schools.How much of a problem is this in your school?Very bigproblemFairly bigproblemSomewhatof a problemStudents’ lack of interest in learning13%14%42%69%Poor student behavior in class11%9%37%57%Bullying3%6%33%42%Negative school climate4%6%23%33%Poor relationships between teachers and students3%13%16%16%attendance and graduation rates),fewer negative behaviors (decreaseddisruptive class behavior, noncompliance,aggression, delinquent acts, anddisciplinary referrals), and reducedemotional distress (fewer reports ofstudent depression, anxiety, stress, andsocial withdrawal). 64These benefits of SEL are invaluable in aschool setting where young students arenavigating not only academic challengesbut also the interpersonal challenges ofadolescence. As Margaret Spellings, U.S.Secretary of Education (2005–09), says,“The academic pieces and SEL haveto be mutually reinforcing. High-qualityMore than three in fourteachers (77 percent) believeteaching SEL will increasestandardized test scores andoverall academic performance(77 percent).teachers understand this intuitively —but we need to integrate these far betterthan we are today.” Likewise, studiesshow that with specifically designedSEL interventions, dropout trends canbe reversed, especially if action is takenat the first signs of struggle. 65 Manypsychosocial intervention programs(“therapeutic SEL” 66 ) are used forchildren with existing behavioral issues.Many schools across the socioeconomicspectrum are also implementing“character growth” programs that havedecreased the amount of conductreferrals and bullying incidents. 67 SELprograms have been shown to beeffective at preschool, 68 elementary, 69middle, 70 and high school levels; 71 aturban, suburban, and rural schools;and with students from diverse socioeconomicand cultural backgrounds. 72In addition to specific benefits tostudents, a summary of fifteen yearsof research on school reform revealsthat SEL is a powerful strategy andlever for school improvement. 73 Thestudy identifies five essential supportsfor effective school change — one ofwhich is a learning climate that is safe,welcoming, stimulating, and nurturingto all students. Research shows thatschools strong in the essential supportswere at least ten times more likely toshow substantial gains in both readingand mathematics than schools weakin the supports. In study after study,SEL programs have an immediateeffect on outcomes, such as academicachievement, social behavior, andpositive self-image. 74 A teacher fromChicago whose school is implementingevidence-based social and emotionalprogramming explains, “Something …that I notice [is that] all these kids havereally positive relationships with eachother. … because of what we do in theclassroom, and so they all build theserelationships with each other. And I thinkthat’s a huge outcome of SEL.”Our nationally representative survey ofteachers confirms this research. Teachersbelieve that SEL helps achieve key goals22 The Missing Piece

such as boosting academic performanceand reaching grade-level readingproficiency. They also report that SELhelps overcome key challenges they facein their classrooms, including studentlack of interest, poor student behavior,and bullying (Figure 8).SEL Boosts AcademicPerformanceAccording to the survey, boostingstudent academic performance is thekey goal teachers aim to achieve withtheir students. Moving successfullythrough the school system, excellingat coursework, earning high markson standardized tests, and staying ontrack to graduate are all benchmarksof a student’s academic success.The research consistently shows theacademic benefits of SEL — andteachers’ voices echo this. Students’ability to regulate emotion, attention,and behavior is related to academicachievement. 75 SEL helps studentsbecome more self-aware and confidentin their learning abilities. Progress in“[SEL] would help students learn the other core subjects. It would helpstudents be attentive in class, form good habits, solve problems, andplan ahead.”— Eighth grade boysocial and emotional competencies alsohelps students with stress management,problem solving, and decision-making;these skills in turn have been foundto help them get better grades. 76 Morecognitive forms of regulation, such asinhibition control, are related to academicsuccess, especially in young children. 77Schools teaching SEL on a programmaticbasis are more likely to develop students’knowledge and skills in key contentareas, such as English, history, science,and math. 78 A teacher from Philadelphiaexplains, “If the students are betterprepared, which [SEL] helps them tobe, then they are also better prepared tolearn the core curriculum because they’regetting their social needs met and theiremotional needs met. They’re going to dobetter at school — that’s the bottom line.”The majority of teachers believe SEL willhelp students move successfully throughthe school system and stay on trackto graduate (80 percent) and improvestudent achievement in academiccoursework (75 percent). More thanthree in four teachers (77 percent)believe teaching SEL will increasestandardized test scores and overallacademic performance (77 percent).Some district leaders also recognize thestrong connection between SEL andacademic learning, explaining that SELis the foundation for academic success.These leaders observe more studentson task and learning, less disengagedand off task in schools where SELimplementation is a district priority.Student voices echo these opinions. Aseventh grade girl says, “In a class whereeveryone respects the teacher, it is morepeaceful and there is a more steadyA National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 23

Survey Findings 2environment, so you can learn better. Ina class where the majority of people don’tappreciate the teacher, classes would bedisturbed frequently and you can’t learnas much.”Further, teachers strongly believe thatdeveloping knowledge and skills in keycontent or subject areas should havea great deal of emphasis in schools —and that SEL is linked to that success.For example, teachers in schools whereSEL is taught on a schoolwide basis aremore likely to say their school is veryor fairly successful at developing keycontent and subject areas (85 percent),compared to teachers in schools whereSEL is taught on an ad hoc basis (72percent) or not at all (63 percent). Ateacher from Chicago explains, “In orderto get to the academics, you sometimeshave to tackle social and emotional skillsfirst, to be able to get kids to focus, tobe able to get past all of this to get toinstruction so that they’re learning at theirmaximum potential.” An eighth grade boyadds, “[SEL] would help students learnthe other core subjects. It would helpstudents be attentive in class, form goodhabits, solve problems, and plan ahead.”SEL Increases StudentInterest in LearningResearch shows that the lack of socialand emotional skills is correlated withstudent disengagement with learning.By high school, 40 to 60 percent ofstudents become chronically disengagedfrom school, but social and emotionalskills development, such as a caring andencouraging environment or positiveinterpersonal relationships, can changethat. 79 An eighth grade girl explains, “Weare probably worse at thinking throughthe effects of our choices. A lot of peopleregard classes as though they don’t reallymatter because it is just eighth grade, butit really could affect getting into collegeand your whole future.”Teachers view SEL as a solution to thiskey challenge. Nearly seven in tenteachers (69 percent) view studentlack of interest as at least somewhatof a problem in school. Among theseteachers, 73 percent say SEL is veryimportant and 78 percent report it willimprove academic performance. Thesurvey also finds a correlation betweenstudent interest and schools with limitedfocus on SEL. Only 61 percent ofteachers in schools where SEL is taughtschoolwide report lack of interest inlearning as a problem, while 74 percentof teachers in schools where SEL istaught only by some teachers and 77percent of teachers in schools where SELis not taught at all.Student lack of interest is particularlyacute in high-poverty schools (Figure 9).Three in four teachers (76 percent) inschools with 60 percent or more studentsin the free/reduced-price lunch programcite lack of interest as at least somewhatof a problem, compared to just half (54percent) in schools with 30 percent orfewer students in the free/reduced-pricelunch program. In a survey of dropouts,Figure 9Lack of interest in learning and poor student behavior are larger problems in high-poverty schools.This is at least somewhat of a problem in my school:Students’ lack of interest in learning60% low-income*76%Poor student behavior in class42%67%Bullying42%47%Negative school climate26%35%Poor relationships between teachers and students12%18%*Income measured by free and reduced-price lunch.24 The Missing Piece

nearly 70 percent report that they werenot motivated to work hard, and twothirdswould have worked harder if morehad been demanded of them. 80 Whileteachers think SEL should be availablein all schools — not just high-povertyschools — SEL can play a unique role inengaging students in high-poverty areas.Research corroborates teachers’ views:Studies have found that students whoreceive high-quality SEL instruction,including students in schools with highrates of poverty, demonstrate improvedattitudes and behaviors, including agreater motivation to learn, improvedrelationships with peers, and a deeperconnection to their school. 81 Where theprimary goal of a program is to improvesocial and emotional skills, the numberof SEL lessons delivered is also related tofewer unexcused absences among girls. 82This suggests that a strong SEL programcan help reduce student absenteeismand improve student interest — bothindicators of whether a student is on oroff track to graduate.SEL Improves StudentBehaviorTeachers list poor student behavior inthe classroom as the second biggestproblem in their school, after students’lack of interest in learning. A Philadelphiaelementary school teacher explains, “Thechildren who can self-manage, who areself-aware, who hit each of these goals,these are the children who are moresuccessful in my classroom. Last year,I had some children who had a verydifficult time regulating their emotionsand regulating their behavior. There wasnothing cognitively wrong with them,but because they were not able to selfmanagethe behavior in the classroom,they were not at grade level, anywhereStudents who receive SEL instruction have been found to exhibitreduced emotional distress, including fewer reports of depression,anxiety, stress, and social withdrawal.close to it. And once you’ve lost thatfoundation, especially in the early years,it’s very difficult to get that back.”According to the survey, more than half ofteachers (57 percent) list poor behavioras at least somewhat of a problem. Ofthese teachers, three in four say SEL isvery important (75 percent) and thinkit will improve student performance (79percent). Research supports teacher’sbeliefs. School-based SEL interventionshave been found to have indirect effectson reducing anxiety and depression,preventing aggressive and antisocialbehavior, and promoting positive prosocialbehavior. 83 Students who receiveSEL instruction have been found to havereduced emotional distress, includingfewer reports of depression, anxiety,stress, and social withdrawal. 84SEL increases socially appropriatebehavior and positive peer relations, whiledecreasing destructive internalization ofbehaviors. 85 For example, one elementaryschool in Austin, TX, taught studentsseveral strategies for successfullyresolving conflicts as part of the district’sSEL initiative. As a result, students beganto use these strategies on their ownduring unstructured school hours suchas recess or before or after school began.(Read more about this initiative on page36.) Students in SEL programs enjoyon average a 9–10 percentage pointimprovement in positive attitude, conductproblems, and emotional distress,compared to students not participatingin SEL universal programs. 86 In a studyon the Strong Start K–2 SEL curriculum,a statistically significant percentage ofstudents exhibited behavior problemsat the onset but then decreased duringthe intervention period. 87 Furthermore,students in the program were less likelyto internalize behaviors than studentsoutside of the program. An eighthgrade boy explains, “Some kids aredisrespectful … Students may not listenor they may do something wrong. It ruinsResearch shows that levels of conflict decrease significantly inclassrooms receiving SEL instruction, while classrooms not receivingSEL instruction experience an increase in conflict.A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 25

Survey Findings 2the class for everyone else there. Theyare taking away from the other kids andfrom themselves.”Schools with limited SEL may have morestudents with poor behavior — andour survey provides evidence of theselinkages. For example, teachers who workin schools that they believe place too littleemphasis on SEL also are more likely tosay that poor student behavior is at leastsomewhat of a problem (68 percent)compared to teachers who say thattheir schools place the right amount ofemphasis on SEL (53 percent). Less thanhalf (44 percent) of teachers in schoolsthat are very successful at developingSEL identify poor student behavior asa problem, compared to 66 percent ofteachers who report their schools are lesssuccessful at SEL. Similarly, poor studentbehavior is identified as a problem by 67percent of teachers in high-poverty schools,compared to only 42 percent in schoolswith less than 30 percent of students infree/reduced-price lunch programs.SEL Prevents and ReducesBullyingBullying is a key challenge in manyschools, according to both studentsand teachers. One seventh grade girlexplains, “Overall, most kids don’t have[social and emotional skills]. They areusually the people who hurt others’feelings, and they walk away as if it istheir fault for crying.” Nearly half (42percent) of teachers say bullying is atleast somewhat of a problem. Amongteachers who see bullying as a problem,a majority also think SEL is very important(75 percent). Research supports thisfinding. Programs focusing on SELimprove student relationships with otherstudents and teachers, and research hasfound that SEL also helps decrease thenumber of bullying incidents. VariousSEL improves school climate by establishing a safe, caring learningenvironment through peer initiatives, classroom management, schoolcommunity building, and improved teaching techniques.SEL programs have been found to cutin half the annual number of studentfights, decrease violent behaviors by 19percentage points, and reduce classroomhostility. 88 SEL helps students relievestress, manage anger, and deal withsocial situations by fostering a senseof well-being, safety, and self-worth instudents. 89 In fact, among the sevenmost common outcome categories ofSEL programs, approximately half of theprograms reduced antisocial behavior. 90While students participating in SELintervention programs frequently displayconduct problems, such as aggression orbullying, participants in these programsreceived greater benefits. 91 Research alsoshows that levels of conflict decreasesignificantly in classrooms receivingSEL instruction, while classrooms notreceiving SEL instruction experience anincrease in conflict. 92Our survey also finds linkages betweenhigher rates of bullying and schoolswith limited focus on SEL. About halfof teachers (54 percent) who say theirschool places too little emphasis on SELalso say that bullying is at least somewhatof a problem. By comparison, aboutone-third (37 percent) of teachers whosay their school places the right amountof emphasis say bullying is a problem.In addition, more than half of teacherssurveyed (51 percent) in schools havingless success developing SEL also say thatbullying is a problem compared to onlyone-quarter (26 percent) of teachers inschools they report are successful at SEL.Furthermore, only 37 percent of teachersin schools with systematic SEL listbullying as somewhat of a problem. Whilebullying is a problem in schools with highrates of poverty, it is reported as a largerproblem in more schools with low rates ofpoverty (47 percent versus 42 percent inhigh-poverty schools).SEL Improves SchoolClimateThirty-four percent of teachers listnegative school climate as at leastsomewhat of a problem. Not only isnegative climate associated with poorbehavior, lack of interest, and bullying,it also contributes to risky or selfdestructivebehaviors, poor motivation,26 The Missing Piece

and poor academic achievement. 93 In arecent study, only 29 percent of sixth totwelfth graders feel their school provideda caring, encouraging environment. 94The risk of students “developing harmfulbehaviors can be decreased and studentachievement, performance and safetycan be improved by [creating a positive]atmosphere … where academic success,respect for self, others and propertyand the motivation to learn and activelyparticipate in the school’s social life areexpected and rewarded.” 95Our survey finds that teachers in schoolswith less-developed SEL programs aremore likely to report negative schoolclimate as at least somewhat of aproblem (34 percent) and schools withless-developed SEL are more likely toreport their school has a negative schoolclimate. Teachers who report theirschools are very successful at developingSEL programs are half as likely to saytheir school has a negative schoolclimate compared to teachers who reporttheir school does not have strong SELprograms in place (21 percent versus 44percent). Teachers in schools where SELis not taught are nearly twice as likelyto report negative school climate is aproblem as teachers in schools where it istaught systematically (43 percent versus28 percent).Research has long supported theimportance of a healthy school climateand using SEL as a means to create andsustain a positive learning environment.In a recent small sample study, 25percent of the studied SEL programswere directed at making a change inschool culture and climate. 96 Researchhas found that school-based SELprograms have significant effect onstudents’ improved attitudes towardschool and enhancing a student’s positiveSnapshotCleveland, Oh: SEL is Invaluable to ImprovingBehavioral Outcomes and School SafetyCleveland Metropolitan School District (CMSD) is a large urban district strugglingto meet the needs of an economically and ethnically diverse community with a 48percent youth poverty rate. 100,101 It is the second largest district in Ohio, servingmore than 40,000 students, nearly 68 percent of whom are students of color, and100 percent of whom qualify for free/reduced-price lunches. 102In October 2007, the former Superintendent called for heightened securitymeasures in response to a shooting at one of the district’s 26 high schools. Onecomponent of his school safety strategy was a comprehensive evaluation ofthe conditions for learning, including the status of SEL, in district schools. Theevaluation findings listed eight contributing factors to poor school climate andstudent misbehavior, resulting in unsafe learning environments, including harshand inconsistent approaches to discipline, poor adult supervision, and a lack ofsocial and emotional role modeling by school staff. 103 In response, CMSD launchedits Human Ware initiative in August 2008, in partnership with American Institutesfor Research, focused on increasing the safety of the district’s students.Despite significant financial constraints in the past five years, the districtcontinues to prioritize this work, adding CASEL as one of their key partners tohelp implement SEL programming systemically throughout the district. CASELconsultants provide technical assistance, coaching and training to districtadministrators and school leaders on planning, implementation, standards andassessment, and communication.One of district’s ten strategies to create a positive, safe, and supportive climateis to monitor students’ behavior and intervene at the first sign of difficultiesby strengthening social and emotional competencies to prevent futuremisbehaviors and providing focused and sustained support to those studentswho have persistent problems. 104 This strategy is markedly different from theprior disciplinary procedure that focused exclusively on punishment. CMSD hastransformed its in-school suspension program into a restorative instructionalprogram called The Planning Center. Here, center aides help students learn tounderstand and manage their emotions, improve behavior, make responsibledecisions at school and at home, and build relationships with their peers andteachers. Students use Ripple Effect, a software program that allows them tovirtually simulate potential conflicts and evaluate the consequences of variousresponses. 105 CMSD has also implemented Promoting Alternative ThinkingStrategies (PATHS), an evidence-based SEL program, in all its elementary schools.Six years after the Superintendent’s call to action and five years since the SELinitiative began, CMSD has seen several positive student behavioral outcomesincluding reductions in incidents of disobedient and disruptive behavior (from132 to 74), fighting and violence (from 55 to 36), harassment and intimidation(from 13 to 6), and serious bodily injury (from 13 to 6). 106 Additionally, the averagenumber of reported suspendable behavioral incidents per school declined from233.1 to 132.4, and out-of-school suspensions decreased districtwide by 58.8percent. 107 The current chief executive officer of CMSD, who has been with thedistrict since 2007 and experienced the tremendous growth in SEL programming,insists that we should not forget to “look at the important ongoing needs for socialand emotional wellness of children and adults in our communities” when trying tomake our schools a safer and more supportive place.A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 27

Survey Findings 2“Teaching these skills should be totally connected to the academiccurriculum, because ultimately, these skills are not just important forthe classroom, but for the workplace and for life.”— Stan Litow, Vice President of Corporate Citizenship & Corporate Affairs, IBMself-perception or self-esteem. 97 SELimproves climate by establishing a safe,caring learning environment throughpeer initiatives, classroom management,school community building, andimproved teaching techniques. 98 Asa result, students feel valued, aremotivated, and develop a broad set ofsocial and emotional competencies thatlead to better academic performance,behavior, and citizenship. 99 A teacherfrom Chicago explains, “Students reallyneed [to feel] happy at school, … beforeyou can really engage them in readingand math.”Addressing theNational ChallengeMany Graduates Do NotHave the Skills to BeSuccessfulToday’s education system is not keepingup with the demands of tomorrow’sworkforce. A generation ago, two-thirdsof all jobs required only a high schooldiploma or less. By the end of thisdecade, nearly two-thirds of America’sjobs will require a postsecondary degreeor certificate. 108 Only 78.2 percent ofAmerica’s students graduate from highschool on time, and fewer than 40percent of 25–34-year-olds have somepostsecondary degree. 109 Yet, 29 millionjobs in the United States — nearly halfof all jobs that pay middle-class wages— require more than a high schooldiploma but less than a Bachelor’sdegree. 110 By 2018, the nation will need22 million new college degrees — butwill fall short of that number by at leastthree million postsecondary degrees(Associate’s or higher). 111 In addition,we will need at least 4.7 million newworkers with postsecondary certificates. 112Employers also report that they are oftenunable to find job candidates with 21stcentury skills. This shortfall will meanlost economic opportunity for millions ofAmerican workers.SEL can be a critical component forensuring students are educated for theincreasingly competitive school-to-workpipeline. When surveyed, more than 80percent of dropouts say their chances ofstaying in school would have increasedif classes were more interesting andprovided opportunities for real-worldlearning. 113 A twelfth grade boy explains,“[Having social and emotional skills]would help you focus on your work betterand rise to a promotion. The uppermanagement looks for people to promotewho have cool heads and are in control oftheir emotions.”The business sector agrees. Almost threedecades ago, the National ResearchCouncil of the National Academy ofSciences and National Academy ofEngineering convened a panel to identifythe competencies that employersneeded. 114 In addition to cognitiverequirements, the panel identifiedcompetencies that relate to SEL. Humanresource supervisors at companieswanted to see an ability to handleconflicts maturely; to work in groupsto reach decisions; to demonstraterespect for the opinions, customs anddifferences of others; to be punctual anddependable; to exercise self-discipline;to set goals, allocate time, and achievethem; and to accept responsibility.The U.S. Department of Education inthe 1990s conducted the EmployerEmployment Survey of more than 4,000employers to identify the expectations theyhad for a skilled and proficient workforce. 115The top two were skills obtained throughsocial and emotional learning — attitudeand communications skills. 116 Stan Litow,Vice President of Corporate Citizenship& Corporate Affairs at IBM, explains,“Teaching these skills should be totallyconnected to the academic curriculum,because ultimately, these skills are not justimportant for the classroom, but for theworkplace and for life.”Other research reinforces these findings.The five most frequently reportedapplied skills that employers rate as“very important” all relate to SEL —professionalism, communication skills,teamwork and collaboration, criticalthinking and problem solving, and ethicsand social responsibility. 117 Not only doemployers look for “hard skills” uniqueto the specific field, but also “soft skills”such as cooperation in groups, effectiveleadership, empathy, civic mindedness,goal-oriented mindset, and persistence. 118However, according to a recent study ofemployers, 70 percent of high schoolgraduates are considered deficient inprofessional work ethic, and 70 percentare deficient in critical-thinking andproblem-solving skills. 119 These skillsare particularly important for globaljobs where employees must navigatecomplex informal networks and culturaldifferences. 120 The good news is thatstudents participating in SEL programshad better social skills than 76 percentof students not in those programs. 121Students who participate in SEL programs28 The Missing Piece

have an average 23 percentage point gainin social-emotional skills than studentswho do not participate. 122 Businesses arebeginning to catch on, creating reportsthat outline strategies for supportingemployees and business school studentsin effective and appropriate businesscommunication, but this can occur muchearlier in the educational pipeline. 123Students agree. For example, a twelfthgrade boy explains, “You have to beable to adapt to who you’re working within every situation, even in a job later inlife.” A ninth grade girl says, “Everyone isgoing to have coworkers where there areproblems that come up. You will need toknow how to solve the problems so youcan settle your differences and move onand do your work.”Many leaders in government also agree.For example, Tim Ryan, Congressmanfrom the 13th District of Ohio says, “Socialand emotional competencies aren’t ‘softskills.’ They are fundamental and essentialskills. They are the foundation for all theother skills. If we want a tolerant society, acompassionate society … we need to teachthe skills that create that society — thesocial and emotional.”Teachers Believe SEL WillHelp Prepare Students forthe Real WorldTeachers affirm that teaching social andemotional skills prepares their studentsfor the real world (Figure 10). A majorityof teachers (87 percent) believe SEL willbe a major benefit in preparing studentsfor the workforce. A similar majority (86percent) believe developing students’ability to apply knowledge and skills toreal-world situations should have a greatdeal of emphasis in schools. Nearlyeight in ten teachers also believe a largerfocus on SEL will have a major benefiton students’ ability to stay on trackto graduate (80 percent), prepare forcollege (78 percent), and become goodcitizens as adults (87 percent). Teacherswho believe SEL is very important areespecially likely to believe schools should“Social and emotionalcompetencies aren’t ‘softskills.’ They are fundamentaland essential skills. Theyare the foundation forall the other skills. If wewant a tolerant society, acompassionate society … weneed to teach the skills thatcreate that society — thesocial and emotional.”— Congressman Tim Ryan,Ohio’s 13th Districtplace a great deal of emphasis onsocial and emotional skills (69 percent).Teachers who say SEL improves academicperformance (74 percent) feel the sameway. A teacher from Philadelphia explains,“I’m trying to teach my students to berespectful — how to work cooperatively,how to respond to each other, and reallybe a person in society … They need thoseskills as well to succeed.”Figure 10Teachers believe greater emphasis on social and emotional learning would have major career,school, and life benefits.Larger focus on social and emotional learning would have a major benefit on this:Preparing students for the workforce87%Students’ becoming good citizens as adults87%Students’ ability to move successfully through school, stayon track to graduate80%Preparing students to get to and through college78%Student achievement inacademic coursework75%A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 29

Survey Findings 3TEACHERS IDENTIFY KEY ACCELERATORSFOR SOCIAL AND EMOTIONAL LEARNINGSocial and emotional learning (SEL) provides an opportunity for a powerful, student-centric approach toeducation that puts the social and emotional development of the child at the heart of every classroom,school, and district. Academic, social, and emotional learning are inextricably linked, and SEL canaccelerate student learning by increasing students’ intrinsic motivation to achieve, their ability to beattentive and engaged in their work, their satisfaction with learning, their sense of belonging, and theirdesire to work cooperatively with other students. SEL also helps teachers become more effective, byfostering their own social and emotional development and supporting a caring and challenging classroomclimate. SEL programs are gaining in popularity and are increasingly being integrated into schoolcurricula. In the survey, teachers identified several ways to accelerate the use of SEL in classrooms,schools, and communities.Adopt SchoolwideProgrammingWhile the organic demand for SEL exists,teachers often resort to a fragmentedapproach to introduce crucial socialand emotional skills to their students.Although the research on the efficacy of asystemic approach to SEL versus a moread hoc approach is limited, it is sensibleto think a more systemic approachwould support student outcomes whilealso easing time burdens on educators.For example, schoolwide initiativeswould support resource sharing andreinforce lessons. In discussions withadministrators and teachers from schoolswith proven SEL programs, educationleaders stress that whole school buyinis crucial to their success. Theseprograms boast systemic implementationand include teacher and administratorinvolvement as well as professionaldevelopment and participation of schoolstaff and part-time personnel.Less than half (44 percent) of teachers surveyed say social andemotional skills are being taught on a schoolwide programmatic basis.Schools are expected increasingly toplay a large role in the development ofyouth from children to well-balancedadults. 124 While the survey indicates SELis occurring organically, many schoolsdo not view SEL as a core part of theeducation mission and many effortsare fragmented. 125 Less than half (44percent) of teachers surveyed say socialand emotional skills are being taught ona schoolwide programmatic basis (Figure11). The lack of SEL programming isespecially stark at the high school level:Only 28 percent of high school teacherssay it is occurring schoolwide, comparedto 43 percent of middle school teachersand 49 percent of prekindergarten andelementary school teachers. In addition30 The Missing Piece

Figure 11 Fewer than half of teachers report that social and emotional skills are taught in their schools on aprogrammatic basis.To what extent is teaching students social and emotional skills happening in your school?Not sure2%Not reallytaught inmy school10%In some teachers’ curricula but not in others44%Happening on a programmatic basis schoolwide44%Elementary school teachersMiddle school teachersHigh school teachers28%28%49%43%49%43%to high schools, teachers report that only39 percent of high-poverty schools haveschoolwide SEL programming (where atleast 60 percent of the student body areon free/reduced-price lunch).Only 15 percent of teachers identify theschool administration as a major barrierto implementing SEL in their school.Rather, they say the biggest challenge istime. Nearly half of teachers (49 percent)volunteer that there is not enough timein the day and that mandates havestretched them too thin. When prompted,81 percent of teachers say not enoughtime to take on something new is a bigchallenge for a school trying to implementSEL programming, and 65 percent say itis a very big challenge. Despite the lack oftime, the demand for SEL programmingremains. These teachers still value60% low-income*SEL: 81 percent say they are fairly/veryinterested in receiving additional SELtraining and 80 percent still think SELis very important. Providing tools fromthe system or school level, or integratingSEL through schoolwide activities andclassroom instruction, could supportteachers in achieving their goal of SELimplementation while not significantlyadding to their time burdens.Research corroborates the need forsystematic SEL instruction. By applyingSEL programming on a schoolwide basis,social and emotional skills may be taught,practiced, and applied to a diversenumber of situations reflecting dailystudent life. 126 Effectively implementingSEL programming requires more thanad hoc teacher efforts, but rather ongoingprofessional development, coaching,Nearly two-thirds of teachers (62 percent) and three-quarters ofteachers in low-performing schools (71 percent) think the developmentof social and emotional skills should be explicitly stated in their stateeducation standards.53%39%53%39%*Income measured by free and reduced-price lunch.and monitoring that can only be foundif a schoolwide, systematic SEL processis put into motion. 127 However, there is agap in research analyzing the effect ofsystematic schoolwide SEL instructionand evaluation versus individual,interventional, or ad hoc approaches.Focusing resources to research andanalyze the benefits of systemicschoolwide SEL programming plusclassroom-based instruction could helpensure more effective SEL programmingin schools.Embed SEL in StudentLearning StandardsNearly two-thirds of teachers (62 percent)think the development of social andemotional skills should be explicitlystated in their state standards (Figure12). This sentiment is shared by morethan half the teachers in all gradelevelsubgroups: prekindergarten andelementary school, 65 percent; middleschool, 64 percent; and high school, 55percent. Nearly seven in ten teachers inA National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 31

Survey Findings 3Figure 12 Teachers believe the development of social and emotional skills should be explicitly stated in theirstate’s education standards.Should the development of social and emotional skills be explicitly stated in your state’s education standards?Should not be explicitly stated32%Should be explicitly stated62%Definitelynot12%Definitelyshould23%Elementary school teachersMiddle school teachersHigh school teachers60% low-income*Low-performing schools65%64%55%59%68%65%64%55%59%68%71%high-poverty schools (68 percent) andsix in ten teachers in low-poverty schools(59 percent) are likely to want SEL intheir state standards. Teachers in lowperformingschools want SEL explicitlystated in the state standards, with nearlythree in four (71 percent) endorsing theconcept.While it is difficult to provide clearcutguidelines, research has shownthat successful SEL interventionsuse program manuals or professionaldevelopment materials to help maintainimplementation integrity and improvethe odds for success. 128 State learningstandards encourage uniformity andcoherence, and they help present acoordinated approach to a particulareducational goal. 129 Learning standardsmay increase the likelihood thatstudents will receive better instructionin SEL, experience improved school*Income measured by free and reduced-price lunch.71%connectedness, and become better Character Development into a single setlearners, because arguably standards of standards for K–12. 134will encourage schools to take SEL moreTeachers also endorse some evaluationseriously. 130 For example, when SELmethods for SEL. Only 16 percent ofstandards were introduced in Illinois,teachers state they have an evaluationmany schools responded by developingsystem in place for social and emotionalplans, selecting evidence-basedskills, and roughly half (51 percent) haveprograms, and implementing schoolwidea system for evaluating school climate.programs to promote students’ social,Despite this lack of current evaluation,emotional, and academic learning. 131nearly seven in ten teachers (68 percent)All 50 states have learning standardssay it would probably or definitely befor prekindergarten, and 34 statesworthwhile for social and emotionalhave learning standards for infants andskills to be evaluated on student reporttoddlers — and at both levels, almostcards. Research indicates that socialall include SEL-related guidelines. 132and emotional skills can be successfullyIllinois is one of the first states to addevaluated and assessed. Yale’s RULERSEL standards alongside its academicapproach requires report cards to containstandards. 133 (See snapshot on pagethree items reflecting social competence39 for more information on the Illinoisand grades these on a scale of one tostate standards.) Kansas has adoptedfive. However, because many studentssimilar standards; in 2012 Kansashave multiple teachers or may actintegrated Social, Emotional, anddifferently in different classes, the scoreFour in five teachers (82 percent) report interest in receiving further training on SEL.32 The Missing Piece

is a composite score. 135 PATHS, RaisingHealthy Children, Second Step, and TooGood for Violence are other SEL programsthat have successfully used assessmenttools, such as self-reporting and teacherobservation, to measure studentbehavior. 136Improve and IncreaseProfessional Developmentfor SELLearning is a lifelong endeavor, and forteachers from several districts acrossthe nation, this is especially true forSEL. Some teachers report it is easierto implement SEL in their classroomsafter they themselves improved theirsocial and emotional competenciesand learned the associated language,enabling them to better model SELpositively for their students. Teachersfeel more ownership over the processand more personal investment in itssuccess when they are better trained.According to the survey, only half ofteachers (55 percent) receive someform of SEL training, 23 percent of themin-service (Figure 13). Prekindergartenand elementary school teachers are themost likely to receive SEL training (60percent), while high school teachers arethe least likely (47 percent). Four in fiveteachers (82 percent) report wantingfurther training on SEL, with 61 percentfairly or very interested (Figure 15). Threein four teachers (73 percent) view lack oftraining and knowledge on how to teachsocial and emotional skills as at leastsomewhat of a challenge to implementSEL in their classrooms.Research supports teachers’ beliefsthat SEL programming is more effectivewhen teachers are trained properlyin SEL techniques, terminology, andmethods. For example, 95 percent ofteachers acquire the knowledge and skillsneeded for applying SEL in the classroomwhen training and SEL coaching arecombined. 137 Teachers who attend moretraining sessions and teach more SELclasses have students who score higheron social problem solving, emotionalliteracy, and social competence. 138Teachers’ confidence in their abilityto teach influences their delivery ofSEL programming. 139 Effective teachertraining is needed to ensure programsuccess and sustainability, as teachersare uniquely positioned with in-classroomresponsibility for a child’s learning. 140A recent meta-analysis found that fourin twelve successful school climateprograms do not actually involve sessionsfor students. Rather, the programsinstruct teachers how to enhance theirteaching style and classroom techniquesin order to enhance social skills suchas cooperative learning, classroommanagement, and a student-centeredapproach. 141 Encouragingly, accordingto our national survey, teachers withexperience and training in SEL are morereceptive to the idea that these skills canbe measured. Teachers with trainingare more likely to agree that “students’A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 33

Survey Findings 3Figure 13 Just over half of teachers have training in teaching social and emotional skills; high school teachersand those new to the profession are less likely to have it.Have you received training on how to teach social and emotional skills to students?Received training55%Have not received training/not sure45%Both pre-service &in-service training24%In-service professionaldevelopment23%Have not received training44%Not sure whetherreceived training1%Received training/not sure which1%Pre-service formal education7%Pre-K/elementary teachersMiddle school teachersHigh school teachers47%60%55%45%55%67%47%60% 10 years’/less experience55% 11 to 20 years’ experienceOver 20 years’ experience47%60%45%55%55%67%45%55%67%Figure 14Majorities of teachers are interested in receiving further training in teaching social and emotional skills.How interested are you in receiving further training on the best practices for teaching social and emotional skills tostudents?Not sure2%Not at allinterested8%Not thatinterested8%Somewhat interested21%Fairly interested28%Very interested33%Pre-K/elementary school teachersMiddle school teachersHigh school teachersVery/fairly interested61%65%65%63% 63%54% 54%Low-performing schools71% 71%10 years’/less experience11 to 20 years’ experienceOver 20 years’ experience57%57%54%54%73%73%Have SEL trainingDon’t have SEL training61%62% 61%62%34 The Missing Piece

development and acquisition of socialand emotional skills can be accuratelymeasured and assessed” (49 percentversus 33 percent of teachers withouttraining).Engage Parents andFamiliesFinally, teachers recognize theimportance of the connection betweenhome and school. One teacher fromPhiladelphia explains, “The kids who get[social and emotional skills development]from home need reinforcement. Thestudents who don’t get it at home needto be taught it.” Teachers volunteer“[students] not learning [social andemotional skills] at home” among topreasons to teach these skills in school.But eight in ten teachers (81 percent)say lack of skills reinforcement at homeis a big challenge when trying to integrateSEL into teaching. More than half ofteachers (66 percent) identify it as a verybig challenge. A similar majority whoview SEL as very important (80 percent)and think it definitely improves studentacademic performance (80 percent)say lack of reinforcement at home is amajor challenge. Encouragingly, severaldistricts have made parental involvementa priority in their SEL implementationplans. For example, administrators in“The kids who get [social and emotional skills development] from homeneed reinforcement. The students who don’t get it at home need to betaught it.”Montgomery County, MD, have workedhard to ensure that parents are on boardwith and understand SEL. (To read moreabout MCPS’ efforts in increase parentalsupport, see page 19.)Social and emotional skills are developedor further enhanced whenever a childinteracts not just with fellow peersand teachers, but also with parentsand other family members. Researchshows that family involvement helpsfacilitate children’s cognitive, social, andemotional learning in addition to morepositive attitudes toward school, betterbehavior, and higher self-esteem. 142 Infact, family support and involvement ismost strongly associated with studentengagement. 143 Children whose parentsare more involved in their education havehigher rates of attendance and coursecompletion, better grades, and highertester scores. 144 Motivational supports forlearning, specifically a supportive homeenvironment, are important to facilitatingacademic achievement. 145 Whenadolescents perceive they have a strongconnection between home and school,— Teacher, Philadelphiathey are less likely to engage in high-riskbehaviors. 146 Research also finds that SELcan help improve home life. The learningand emotional climate of both home andschool improves as children gain selfawareness,social awareness, empathy,problem-solving skills, and other socialand emotional competencies. 147 Arecent meta-analysis found that schoolbasedprograms that focus on parentinvolvement and engagement programshave statistically significant, positiveeffects on student outcomes, 148 incontrast to programs that only requirevoluntary parent engagement. 149 Schoolbasedshared reading programs are anexample of teacher-parent partnershipssuccessfully improving studentoutcomes. 150 A 2010 meta-analysisfound that after-school programs thatfocus on fostering personal and socialskills have a positive effect on a range ofstudent outcomes, including improvedself-perception, positive behavior, andacademic achievement. 151A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 35

Survey Findings 3SnapshotAustin, Tx: School andDistrict Efforts Alignfor SEL ResultsNestled in south-central Austin, TX, Cunningham Elementary School serves 441students, about 57 percent of whom are Hispanic, 28 percent White, and 15percent students of color. 152,153 More than two in three students (69 percent) areeligible for the free and reduced-price lunch program. 154 This diverse elementaryschool has recognized the importance of SEL for many years, but lacked a cohesiveprogram, implementing only diffuse or informal pieces. Now, with support fromthe district, teachers and administrators are fitting those pieces together to createa unified approach to SEL, embedded in all aspects of the school. Once a month,during staff meeting, the principal has faculty share SEL best practices, developschoolwide SEL activities, and discuss the importance of the whole child focusin education. Teachers also work to identify academic areas in which SEL couldeasily be integrated into existing lessons. For example, the art teacher works withstudents to make posters, strategically placed throughout the school, that remindstudents of strategies they can use to solve their problems and interact positivelywith their peers.Cunningham also has “peace paths,” where students in conflict begin on eitherside, following the step-by-step instructions on each successive square untilthey find a resolution and meet in the middle. The path is available both insideand outside the school so that in lessons or in play, social and emotional skillsare easily practiced. The “peace path” was also shared with parents during anSEL-dedicated coffee session hosted by the school’s principal. Parents reactedpositively, asking to schedule a larger PTA meeting that would focus on teachingparents more strategies for practicing social and emotional competencieswith their kids in their own homes. To evaluate the effectiveness of its SELprogramming, Cunningham Elementary participates in the districtwide schoolclimate survey and administers its own playground survey to assess studentperceptions and growth.Cunningham is part of Austin Independent School District (AISD), one of eight bigcitydistricts nationwide collaborating with CASEL to implement SEL systemwide.AISD is in its second year of implementation. Led by the district’s Social andEmotional Learning Department in partnership with CASEL’s CollaboratingDistricts Initiative, 57 Austin schools have started implementing systemic SEL,with the goal that all 122 schools will be implementing within the next threeyears. 155AISD relies on a collaborative approach, providing training in self-managementand conflict resolution to many of its school personnel, including cafeteriamonitors and classified employees. It aims to create a common vocabulary andways of interaction throughout the district so teachers, administrators, staff,and students across grade levels can successfully articulate their thoughts andfeelings, strengthening relationships and problem-solving skills. All elementary,middle, and high schools also have their own SEL campus facilitator (an on-sitechampion who works to build capacity within schools for SEL).The SEL department is developing a districtwide parent series to teach parentsabout the importance of SEL and familiarize them with the common languageso that they, too, may reinforce learning at home and provide guided practice.AISD also uses the Second Step program in its elementary and middle schoolsand School Connect in its high schools. These age-appropriate curricula arespecifically designed to help students develop positive social and emotionalcompetencies. 156 In addition to these districtwide initiatives, each school has itsown unique strategies, evaluating their resources to design SEL practices thatwork best for them and their students.After these first two years, AISD administrators assert that the change in schoolclimate is palpable. More students are on task and engaged during lessons.Discipline referrals are down and student interactions are more positive. Thedistrict is using these observable shifts as evidence of positive change to try tohelp secure increased funding for SEL programs by giving potential donors toursof their schools. 157 The principal of Cunningham advises educators throughout thenation to “run to get SEL and run fast,” because it can make a difference in yourschools and your students’ lives.36 The Missing Piece

PATHS FORWARDAs a nation, we have the opportunity to change the lives of millions of American youth with the use ofa very powerful strategy — social and emotional learning (SEL). SEL gives students the fundamentalskills to achieve in school and succeed in life. Self-awareness, self-management, social awareness,relationship skills, and responsible decision-making are the core competencies that teach all of us howto handle our relationships, our careers, and ourselves in an effective and fulfilling manner. Researchconsistently documents the benefits of SEL. Our survey provides powerful evidence that teachers endorsethis transformative strategy as well.Although SEL is starting to beincorporated in federal policies andinitiatives such as the Race to the TopDistrict requests for proposals andthe Academic, Social, and EmotionalLearning Act of 2013, it has not beensufficiently prioritized. Federal, state,and local education policy is not yetaligned with the basic insights of theSEL field, and there is a gap in thepublic’s understanding of what SELmeans; why it is important for education;and what parents, citizens, and youngpeople can do to become effective SELadvocates and role models. To maximizethe benefits of SEL, key polices andstrategies must be pursued that promote,strengthen, and sustain SEL initiativesacross the country. The followingrecommendations are guided by theopinions of more than 600 teachersin the nationally representative surveyand informed by a variety of leadingorganizations and education-focusedresearch groups. 158Promote SEL inClassrooms, Schools,and CommunitiesLink SEL to SchoolwideActivities and Other SchoolServices 159Educators can incorporate socialand emotional skills into classroominstruction, all school topics, andA National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 37

after-school activities. They can usegoal-setting instructions and focuson problem-solving strategies andthe decision-making process. Acrossthe school, educators can stress theimportance of SEL application, not onlyin the classroom but also in everyday lifethrough consistent and age-appropriatesupportive services. Based on thespecific age and culture of studentsand needs of the school, school leaderscan develop coordinated and explicitproblem-solving strategies on targetedissues (e.g., healthy lifestyle, conflictresolution, and healthy study habits).They can provide time in the curricula forstudents and teachers to learn, work, andpractice these strategies. Academic andsocial and emotional learning should bemutually reinforcing.Conduct Resource andNeeds Assessments inSchools 160For SEL to be a success on a systematicand strategic scale, the school and thecommunity can determine the resources,needs, and readiness of the schooland identify SEL best practices andmeasures that fit their school. Schoolleaders can conduct resource and needsassessments that build on evidencebasedSEL programming that is alreadybeing implemented and appropriatelyaddresses the needs identified bystudents, parents, and school staff.Not only does this create a sense ofownership in the program, because itinvolves high-level school officials andteachers, it can help increase parent buyin.Furthermore, school leaders shouldstrive to create a learning environmentthat fosters more extensive personalinteraction. This will allow teachers tounderstand individual students better andallow students to feel more engaged inthe learning process.Ensure EffectiveCoordination with Out-of-School Partners 161Social and emotional skills developmentcan link to all aspects of a child’slife — including his or her home lifeand extracurricular activities. Familyinvolvement facilitates child’s cognitive,social, and emotional learning andfunctioning. A successful school-familypartnership (SFP) must be based on theidea that all families can contribute to achild’s learning and development — andparents, as well as teachers, share theresponsibility. Likewise, communityschoolpartnerships can help to betterfacilitate a child’s progress throughschool. Establishing partnerships withcommunity-based program providersand agencies like social services, mentalhealth, and welfare can provide furtherout-of-school support for students.To facilitate the creation of studentfamily-communitypartnerships, schoolscan create a position of SEL or SFPcoordinator, who can be involved withprogram implementation and serve asa liaison with families and communitypartners. Teachers can share SELstrategies, tools, and resources thatmatch the children’s learning styles andskills with parents to help with at-homereinforcement. They can also coordinatewith out-of-school services to recommendwhich competencies can be supported inextracurricular environments.Getting families and community partnersinto the classroom to observe and activelyparticipate in SEL is another means ofearning parent and community partners’buy-in, as well as at-home and extracurricular reinforcement. Creating parentsupport during the assessment processincludes home visits and engagingfamilies in the initial program assessment.For example, students and parents cangenerate individual SEL goals at thebeginning of each school year. This willencourage family presence in the laterevaluation process. Family involvement inthe subsequent individual assessment ofstudents and during transitions (e.g. frommiddle to high school) can help parentsand children navigate potentially stressfultimes.38 The Missing Piece

Strengthen SEL byInvesting in EducatorsProvide and Fund IntegratedProfessional Developmentfor Educators 162Educators should be providedprofessional development on teachingsocial and emotional skills during bothpre-service and in-service (professionaldevelopment). Professional developmentshould focus on the core social andemotional competencies as well as onthe cultural competencies, needs, andissues of their school. Only after teachershave an understanding of the deeperneeds and climate of a school and itsstudent body can the appropriate SELtools be utilized. Professional learningopportunities should be provided not onlyto teachers, but to administrators andprofessional and paraprofessional staff.Interdisciplinary training for counselors,teachers, administrators, and otherschool and district personnel can helpthese educators work as highly effectiveteams to better serve their students.This additional education should includecoursework on SEL best practices andinstruction on climate, relationships,school culture, parenting support, andbehavioral management. Professionaldevelopment should focus on teachingSnapshotDuPage County, Il: Implementing SEL State Standardsat the Local Level 170In 2003, section 15(a) of Illinois’ Children’s Mental Health Public Act 93-0495required that the Illinois State Board of Education (ISBE) “develop and implementa plan to incorporate social and emotional development standards as part of theIllinois Learning Standards.” 171 The Act was based on strong research indicatingthat students with social and emotional competencies are more ready to learn,have better classroom behavior and social and emotional development, andperform higher academically. 172 ISBE responded by developing clear and consistentstandards for kindergarten through twelfth grade. 173 The standards have threemain goals: 174• Goal 31 — Develop self-awareness and self-management skills to achieveschool and life success.• Goal 32 — Use social awareness and interpersonal skills to establish andmaintain positive relationships.• Goal 33 — Demonstrate decision-making skills and responsible behaviors inpersonal, school, and community contexts.Each goal encompasses several learning standards that are themselves brokendown into benchmarks specifying developmentally appropriate social andemotional knowledge and skills for each grade level cluster: kindergarten tothird grade, fourth to fifth grade, sixth to eighth grade, ninth to tenth grade, andeleventh to twelfth grade. 175 Finally, the benchmarks are made up of performancedescriptors meant to aid educators in selecting and designing curricula,classroom activities, and assessments aligned with the standards. 176At El Sierra Elementary School in DuPage County, Illinois, part of Downers GroveGrade School District 58, teachers and administrators work hard to meet thestate’s SEL standards. 177 Downers Grove is one of many districts in DuPage Countyworking with CASEL to implement these state standards on a local level. Thesupport of SEL is so strong at El Sierra that two teachers were chosen to speakat a Capitol Hill briefing in September 2012 to promote awareness of SEL and itspositive outcomes in school and in life. 178El Sierra serves 315 students, 65.1 percent White, 21.6 percent Hispanic, and 7.6percent students of color. 179 The school uses Responsive Classroom, an evidencebasedmodel designed to improve social skills and behavioral and academicoutcomes. 180 The program advises teachers to set aside ten to fifteen minutesevery morning for “Morning Meeting.” El Sierra teachers assert that this time, usedto practice social and emotional competencies and build a positive climate, hashelped to dramatically transform the classroom environment. Students startedworking better in small groups, managing their emotions, and solving problemstogether. El Sierra also has implemented “School Families,” a program in whicha group of nine to ten students meets with a school staff member once a monthfor thirty minutes. 181 Each “school family” is made up of at least one student fromeach grade. 182 During meetings, students and the staff leader get to know oneanother and participate in activities and discussions based on that month’s SELtheme. 183 One month, the groups talked about the concept of self-awareness —what it means to know themselves as a person and what they stand for. 184 Anothermonth, School Families discussed regulating their emotions and ways to expressanger that is both healthy and safe. School Families meet every month throughouttheir experience at El Sierra until they graduate and attend middle school. 185Both teachers and students are benefiting from El Sierra’s SEL standards-alignedinitiatives. Stronger relationships through Morning Meeting, School Families, andother programs have resulted in both teachers and students excited and eager toattend school every day to learn and grow together. 186A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 39

educators how to integrate SEL intoall areas of the curricula and createopportunities for student to apply socialand emotional skills throughout the day.Tie SEL to Classroom,School, and District Goals 163Students and educators alike shouldincrease transparency around social andemotional skill development. School,district, and state education leadersshould work to align systems of reportingand accountability to clearly definedgoals. District support and leadershipfor SEL is critical and will determine theextent to which teachers and other schoolleaders can plan and proceed. Somedistricts, such as CASEL’s CollaboratingDistrict Initiative in Anchorage, AK, havestrategically integrated SEL into the corecurriculum by developing benchmarksand standards and establishing aDepartment of Social and EmotionalLearning. 164 One schoolwide approachis to develop an action plan that usesand reviews student data and adjustsfor changing trends in the studentpopulation. This means identifyingand prioritizing areas for improvementgrounded in the data collected, lookingfor connections among different groupsof students, examining trends in studentsocial-emotional competencies, andreviewing SEL in conjunction with otherschool data (such as attendance).Research is needed to develop formativeassessment tools that teachers can useto measure and track improvementsin students’ social and emotionalcompetence.Schools also can support studentprogress by reviewing report cards,discipline referrals, and attendancetrackers to help identify students whomay have recently experienced anevent or social/behavioral problemthat could foreshadow a higher riskof disengagement. Report cards canbe modified to include social andemotional skill progress on a scale thatuses common language and consistentroutines based on the state standards. 165Sustain SEL throughHigh-Impact LeversCreate SEL Standards andConnect with Common CoreState Standards 166State legislators should connect socialand emotional development in existingstate student learning standards and/or create stand alone prekindergartenthrough twelfth grade social andemotional standards. Standards canprovide clear expectations of whatstudents should know and be able todo. These standards must be createdin partnership with teachers, so that thestandards support, not burden, teachers.Standards cannot be created with theunrealistic expectation that teachersin isolation can take on this importantwork. By providing clear guidance aboutevidence-based SEL approaches andwhat benchmarks must be reachedin a given year, educators can havea manageable and clear frameworkwith common language from which tointerpret. Simultaneously, when thesefreestanding but focused standards areused, the focus is on the ends, and notthe means. School districts and teachersthen have the freedom to adopt SELtechniques and methods that suit theirschool’s profile and needs. Connectingsocial and emotional competenciesto Common Core standards andassessments can create additionalincentives for districts to incorporateSEL into their education policies andpractices.Ensure Sustainable Fundingfor SEL 167Philanthropic and public investments,including Title II of the Elementaryand Secondary Education Act (ESEA),should identify SEL training and programimplementation as funding priorities. TheESEA provides districts with the flexibilityand resources to apply professionaldevelopment and other funding asstates and districts see fit. Schools anddistricts can use these dollars to supportadditional professional development.Further, the state departments ofeducation and the U.S. Departmentof Education should create fundingpreferences in competitive educationgrants that reward states or schools thatclearly articulate an SEL-focused plan forimprovement. SEL policies can also beincluded in school improvement plans forlow-performing schools.Support Federal Policiesthat Promote SEL 168The U.S. Congress should passbipartisan legislation supporting students’development through SEL. RepresentativeTim Ryan (D-OH) is planning to introducethe Academic, Social, and EmotionalLearning Act of 2013 in May 2013,based on the same model legislationproposed in 2011 by Ryan and formerRepresentatives Judy Biggert (R-IL) andDale E. Kildee (D-MI). The bill seeks toexpand the availability of programs thatteach students skills such as problemsolving, conflict resolution, responsibledecision-making, relationship-building,goal-setting, and self-discipline. Othermembers of the House should sign on to40 The Missing Piece

the House bill, and a similar bill shouldbe introduced to the Senate.Advance a Robust ResearchAgenda 169A robust pool of research can support thework of practitioners and policymakersalike. The Institute of Education Sciencesneeds to prioritize research on SEL andits effects on key issues such as schoolclimate, bullying, student well-being,and academic performance. Additionalimportant areas for exploration includeevaluating the difference in impactbetween schoolwide SEL implementationversus classroom-only programs, aswell as between standalone explicitsocial and emotional skills instructionversus integrating SEL with academiccurriculum and teacher pedagogy.Another priority area involves developingor designing formative assessment,evaluation, and indicator systems thatmeasure students’ social and emotionalcompetencies. Research on the impact ofsystemic district, school, and classroomprogramming as well as strategies toassess student social and emotionalcompetencies would fill importantresearch gaps. Furthermore, analysis andstudy of the effect of state SEL standardsdeveloped in California, Illinois, Kansas,Pennsylvania, Texas, and Washingtoncan serve as a starting point to creating auseful body of research.A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 41

CONCLUSIONThe lack of urgency around implementing social and emotional learning (SEL) in schools threatens thefuture success of America’s children. SEL is a proven strategy that is endorsed by teachers across thecountry. Yet too few schools and far fewer school systems are adopting explicit evidence-based SELstrategies or integrating evidence-based SEL approaches — both of which are needed.SEL has been underutilized for too long. Our lack of action inhibits students across the country from fullyrealizing their potential as knowledgeable, responsible, caring, and contributing individuals. The timehas passed to debate whether schools should make SEL a central focus. Now we must act to ensure ourstudents and teachers are equipped with the knowledge and skills they need to be successful in school,work, and life.42 The Missing Piece

ACKNOWLEDGMENTSCASEL, together with Civic Enterprisesand Peter D. Hart Research Associates,would like to give special thanks toeveryone who worked to create thisreport. Specifically, we would like tothank each of the following: the CASELBoard and Staff, especially Tim Shriver,Board Chair; Jennifer Buffett, BoardMember; Roger Weissberg, President andCEO; Jason Cascarino, Vice Presidentfor External Affairs; Adrian Uribarri,Manager for Communications; CASEL’sgenerous funders who supported thisreport, including NoVo Foundation andthe Einhorn Family Charitable Trust,as well as the Robert Wood JohnsonFoundation and 1440 Foundationthat provide significant project-basedsupport to CASEL for work featured inthis report; Adam Kernan-Schloss andthe KSA-Plus Communications team;Lily Rubino, 2012–13 fellow at CivicEnterprises; Megan Walker, Chief ofStaff at Civic Enterprises; and RebeccaFriant, Policy Advisor at Civic Enterprises;Geoff Garin, President of Peter D. HartResearch Associates; and Corrie Hunt,Senior Analyst at Peter D. Hart ResearchAssociates.CASEL, together with Civic Enterprisesand Peter D. Hart Research Associates,also would like to thank the morethan 600 teachers and students whoparticipated in the national survey, focusgroups, and interviews. They shared theirthoughts and reflections with courageand honesty. We would especially liketo thank the educators from Anchorage,AK; Austin, TX; Cleveland, OH; Chicagoand DuPage County, IL; Eugene, OR;Montgomery County, MD; Nashville,TN; New York City, NY; Oakland andSacramento, CA; Philadelphia, PA;Washington, DC; Warren and Youngstown,OH; and Washoe County, NV.Photos: Jason Cascarino/CASEL (coverphoto). Jennifer Schneider/CASEL(photos on pages 5, 15, 23, 26, 36, and37). Adrian Uribarri/CASEL (photos onpages 6, 7, 9, 21, 25, 30, 33, and 38).Steven E. Gross (photo on page 41).A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 43

APPENDIX 1: METHODOLOGYIn November and December 2012, teachers and students across America were asked to participate infocus groups, surveys, and interviews to assess the role and value of social and emotional learning inAmerica’s schools. The nationwide telephone survey was conducted from December 7 to 10, 2012, among605 preschool through twelfth grade public school teachers. The margin of error is ±4.0 percentage pointsin the full survey sample and higher among subgroups. Slight weights were applied to ensure that the samplematched teacher and school characteristics of public school teachers. We are confident that the surveysample, once weighted, represents a true national sample of public school teachers in America.The survey was informed by three focusgroups conducted among teachersin November and December 2012 toexplore potential survey topics and togive some teachers an opportunity toexpress their views in their own words.Particular emphasis was placed onrecruiting a diverse pool of participantsin terms of school district, years in theprofession, and personal demographiccharacteristics. Two of the focusgroups took place in Philadelphia inNovember 2012; one of these comprisedprekindergarten and elementary schoolteachers, and the other comprised amix of middle and high school teachers.The third focus group with teacherstook place in Chicago in December2012 and included a mix of elementary,middle, and high school teachers, all ofwhom had ties to CASEL and personalexperience teaching social and emotionallearning.The survey development and reportfindings also were informed by fifteenone-on-one, in-depth interviews withmiddle and high school students. Thefifteen interviews with public schoolstudents in middle and high schoolwere conducted in Philadelphia andWashington, DC, in November andDecember 2012. These interviewsexplored students’ perspectives onthe qualities of an engaging schoolenvironment and their views on specificsocial and emotional skills. Discussionswith key leaders from the business,philanthropy, government, and educationsectors, as well as an exhaustiveLiterature and Landscape Review of themost current research on social andemotional learning, also informed thereport.44 The Missing Piece

Characteristics of the sampleThe following profile of the 605 teachersinterviewed for this survey reveals asample that is representative of America’spublic school teachers in terms ofdemographic characteristics and thediverse schools in which they teach.As the table below shows, the majorityof teachers in the sample are women(77 percent) and white (86 percent).Teachers are distributed fairly evenlyacross a range of ages with the majorityof teachers between the ages of 30 and59.Demographic CharacteristicsAll Teachers (%)GenderWomen 77Men 23Age18–29 1330–39 2640–49 2950–59 2260 and over 10RaceWhite 86African American 7Hispanic 6Other 1The characteristics for the schools inwhich the teachers work are shownbelow. Nearly half (49 percent) ofthe teachers interviewed teach inprekindergarten or elementary schoolswhile approximately one-quarter workin middle or junior high schools (24percent) or in high schools (26 percent).The sample is comprised of teachersfrom a diverse array of schools. Morethan one-third (34 percent) teach atschools in which at least 60 percentof the students are on free/reducedpricelunch. Another 30 percent workat schools in which less than half of thestudent body are White.School CharacteristicsAll Teachers (%)Type of schoolPre-K/Elementary 49Middle School or Junior High 24High School 26Percent of student body on free/reduced-price lunchLess than 30 percent 2830 to 59 percent 3860 percent or more 34Percent of student body who are WhiteLess than 50 percent 3050 to 89 percent 4190 percent or more 29School areaCity 33Suburb 21Small town 19Rural 24School performanceLow-performing school 26A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 45

APPENDIX 2: ADDITIONAL INFORMATIONON CASEL AND RESOURCES ON SELIMPLEMENTATIONSince 1994, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has been the world’sleading organization to advance the science and evidence-based practice of social and emotionallearning (SEL). CASEL has been at the forefront of defining the field of SEL and setting rigorous quality andprofessional standards. Through a coordinated set of strategies across practice, research, policy, andcommunications, the organization is currently engaging in a large-scale effort to make SEL an essentialpart of prekindergarten through twelfth grade education in the United States.Based on strong scientific evidenceabout the impact of social and emotionalfactors on students’ success in school,career, and life, CASEL supportsdistricts in developing the capacity toincorporate high-quality, evidencebasedSEL as an essential component ofschool improvement. Currently, CASEL’sCollaborating Districts Initiative (CDI)engages eight large school districts toplan, implement, and monitor systemicchanges that will impact schools andclassrooms in ways that influencestudents’ social-emotional developmentand academic performance. CASEL’scollaborating districts — Anchorage,Austin, Chicago, Cleveland, Nashville,Oakland, Sacramento, and WashoeCounty (NV) — serve more than850,000 students in nearly 1,400schools. CASEL consultants work withdistrict administrators to support andschool teams to plan and implementevidence-based SEL systematically. Thecollaborative work involves:• z Assessing the district’s SEL-relatedneeds and resources• z Developing a clear SEL vision anddetailed long-term plans for SEL• z Developing and adopting SEL learningstandards and assessments• z Adopting evidence-based SELprograms• z Designing professional developmentprograms to build internal capacity• z Integrating SEL with existing districtinitiatives• z Aligning budgets and staffing tosupport SEL• z Monitoring SEL implementationprocess and outcomes• z Establishing a plan for communicatingwith stakeholders about SEL• z Participating in a cross-districtevaluation and learning communitywith other districtsDuring this engagement, the partnerdistricts are connected together,documenting and collectively sharinglessons learned. CASEL generatesknowledge from the experience that caninform similar efforts in districts acrossthe country.The resources that follow can help you to:Promote SEL at Home• z Download our Parent Packet for tipson how to promote SEL with yourchildren at home and at school(http://casel.org/publications/sel-parent-packet-ideas-and-tools-forworking-with-parents-and-familiesfull-packet/).• z Read the Raising Caring, Confident,Capable Children brochure about SEL(http://casel.org/publications/raisingcaring-confident-capable-childrenbrochure/).• z See the SEL for Parents and Familiespage for more parent resources(http://casel.org/in-schools/tools-forfamilies/).• z Find publications on social andemotional development in ourPublications Catalog (http://casel.org/research/publications/).46 The Missing Piece

Promote SEL in School• z Download the 2013 CASEL Guideon Effective Social and EmotionalLearning Programs: Preschool andElementary School Edition at http://casel.org/guide/. This guide identifieswell-designed, evidence-based socialand emotional learning programswith potential for broad disseminationto schools across the United States.Based on CASEL’s work in researchand practice spanning nearly twodecades, we provide a systematicframework for evaluating the qualityof classroom-based SEL programs.In addition, the Guide shares bestpractices for district and school teamson how to select and implement socialand emotional learning programs.• z Download our PowerPointIntroduction to SEL, a tool fromCASEL’s Implementation Guide andToolkit. This tool clearly and simplyexplains SEL and why it is important• z Learn more about the CollaboratingDistricts Initiative, wherein CASELsupports eight large school districtsin building capacity for high-quality,evidence-based programming topromote social and emotional learningin preschool through twelfth grade(http://casel.org/collaborating-districtsinitiative/).for children’s school and life success.Complete with narrative notes forthe presenter, it is designed tohelp explain SEL to teaching staff,boards of education, parents, andbroader audiences (http://casel.org/publications/powerpoint-introductionto-sel/and http://casel.org/publications/sustainable-schoolwidesocial-and-emotional-learning-selimplementation-guide-and-toolkit/).• z Read and share the Illinois SELbrochure explaining why Illinoisschools are adopting SEL (http://casel.org/publications/illinois-sel-brochure/).• z Read and share our short SELbackground briefs: What is SEL?(http://casel.org/publications/whatis-sel/)and Youth and Schools Today(http://casel.org/publications/youthand-schools-today/).• z Check http://casel.org for updates onCASEL’s revamped SEL School Toolkit(“SchoolKit”). The SchoolKit is a guideand resource for school leadershipteams to implement schoolwideacademic, social, and emotionallearning. It provides school leadershipteams practical tools and systemicstrategies to integrate SEL across allaspects of student learning in a caringand supportive school climate. TheSchoolKit will be available in fall 2013.• z Read and share Promoting Children’sEthical Development Through SELwhich describes a schoolwide SELframework and one school’s journeyusing this framework to promote itsstudents’ academic and social andemotional development (http://casel.org/publications/promoting-childrensethical-development-through-socialand-emotional-learning/).• z Read and share the book chapter,Social and Emotional Learning,by Zins, J.E. & Elias, M.J., for aconcise summary of SEL — what itis, why it’s needed, how it fits in withsystems of supports for students, keycomponents of effective SEL, and theimplementation process (http://casel.org/publications/social-and-emotionallearning/).• z Read and share the article,Reimagining Education, by O’Brien,M.U., Weissberg, R.P., & Munro,S.B., for a vision of education at itsbest (http://casel.org/publications/reimagining-education-in-our-dreamsocial-and-emotional-learning—orsel—is-a-household-term/).A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 47

Endnotes1. Heitin, L. (2012, August 23). Polling Group:Student Success Linked to Positive Outlook.Education Week-Teacher. Retrieved from http://www.edweek.org/tm/articles/2011/08/23/gallup_students.html?tkn=ZWMF6tOPpu57RjDGAQt6w0n0Ats4x8efRVDD&cmp=clp-edweek.2. Reyes, M., Brackett, M., Rivers, S.,Elbertson, N., & Salovey, P. (2012). SchoolPsychology Review 41(1), 82-99.3. See supra notes 45-47.4. Durlak, J., Weissberg, R., Dymnicki, A.,& Schellinger, K. (2011, January/February).The Impact of Enhancing Students’ Socialand Emotional Learning: A Meta-Analysisof School-Based Universal Interventions.Child Development, 82(1), 405-432; Durlak,J., Weissberg, R., & Pachan, M. (2010). AMeta-Analysis of After-School Programs thatSeek to Promote Personal and Social Skills inChildren and Adolescents. American Journal ofCommunity Psychology 45, 294-309; and seesupra notes 75-78.5. See supra notes 79-82; Mart, A.,Dusenbury, L., & Weissberg, R.P. (2011).Social, Emotional, and Academic Learning:Complementary Goals for School–FamilyPartnerships. Handbook on Family andCommunity Engagement, 37-43. Charlotte:Information Age Publishing; Greenberg,M.T., Weissberg, R.P., O’Brien, M.U., Zins,J.E., Fredericks, L., Resnik, H., & Elias, M.J.(2003, June/July). Enhancing School-BasedPrevention and Youth Development throughCoordinated Social, Emotional, and AcademicLearning. American Psychologist 58(6/7),466-474; Kress, J.S. & Elias, M.J. (2006).Building Learning Communities throughSocial and Emotional Learning: Navigating theRough Seas of Implementation. ProfessionalSchool Counseling 10(1), 102-107; Zins, J.E.,Bloodworth, M.R., Weissberg, R.P., & Walberg,H.J. The Scientific Base Linking Social andEmotional Learning to School Success. InJ.E. Zins, R.P. Weissberg, M.C. Wang, & H.J.Walberg (Eds.), Building Academic Successon Social and Emotional Learning: What DoesThe Research Say? (pp. 3-22). New York, NY:Teachers College Press.6. See supra notes 83-87; and Payton, J., etal. (2008). The Positive Impact of Social andEmotional Learning for Kindergarten to Eighth-Grade Students: Findings from Three ScientificReviews. Chicago, IL: CASEL.7. See supra notes 88-92; U.S. Departmentof Education. (2007). What WorksClearinghouse Intervention Report: PositiveAction. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Positive_Action_042307.pdf; Vega, V. (2012,November). Social and Emotional LearningResearch: Evidence-Based Programs. Edutopia.Retrieved from http://www.edutopia.org/selresearch-evidence-based-programs.8. Sklad, M. Diekstra, R., De Ritter, M., &Ben, J. (2012). Effectiveness of School-BasedUniversal Social, Emotional, and BehavioralPrograms: Do They Enhance Students’Development in the Area of Skill, Behavior, andAdjustment?. Psychology in the Schools 49(9),892-907; and see supra notes 93-99.9. Carnelvale, A., Smith, N., & Strohl, J. (2010,June). Help Wanted : Projections of Jobsand Education Requirements through 2018.Georgetown University Center on Education andThe Workforce.10. Balfanz, R., Bridgeland, J., Bruce, M.,& Fox, J. (2013). Building a Grad Nation:Progress and Challenge in Ending the HighSchool Dropout Epidemic — Annual Update2013. Washington, D.C.: Civic Enterprises.11. Harvard Graduate School of Education,Pathways to Prosperity Project. (2011,February). Pathways to Prosperity: Meeting theChallenge of Preparing Young Americans for the21st Century. Cambridge, MA: Harvard College.12. Carnelvale, A., Smith, N. & Strohl, J.(2010, June). Help Wanted: Projections of Jobsand Education Requirements through 2018.Georgetown University Center on Education andThe Workforce.13. See supra notes 113-123; and Payton, J.,et al. (2008). The Positive Impact of Social andEmotional Learning for Kindergarten to Eighth-Grade Students: Findings from Three ScientificReviews. Chicago, IL: CASEL.14. Bridgeland, J., Dilulio Jr., J., & Morison,K. (2006, March). The Silent Epidemic:Perspectives of High School Dropouts.Washington, D.C.: Civic Enterprises.15. See supra notes 129-137.16. See supra notes 138-142; Reyes, M.R.,Brackett, M.A., Rivers, S.E., Elbertson, N.A., &Salovey, P. (2012). The Interaction Effects ofProgram Training, Dosage, and ImplementationQuality on Targeted Student Outcomes for theRULER Approach to Social and EmotionalLearning. School Psychology Review 41(1), 82-99; Han, S. & Weiss, B. (2005). Sustainabilityof Teacher Implementation of School-BasedMental Health Programs. Journal of AbnormalChild Psychology 33(6), 665-679.17. ibid.18. See supra notes 143-152; Christenson, S.& Reschly, A.L. (2009). Handbook on School-Family Partnerships. New York: Routledge;American Institutes for Research. (2009,April 16). Alaska Initiative for CommunityEngagement Summative Report. Washington,D.C.: American Institutes for Research;Albright, M., Weissberg, R., & Dusenbury, L.(2011). School-Family Partnership Strategiesto Enhance Children’s Social, Emotional, andAcademic Growth. Newtown, MA: NationalCenter for Mental Health Promotion; andBridgeland, J., DiIulio, J, Streeter, R., & Mason,J., One Dream, Two Realities: Perspectivesof Parents of America’s High Schools. CivicEnterprises in association with Peter D. HartResearch Associates for the Bill & MelindaGates Foundation. October 2008.19. The policy suggestions in Paths Forwardwere informed by a variety of leading socialand emotional learning organizations andeducation-focused research groups, including:CASEL, National Center for Mental HealthPromotion and Youth Violence Prevention,National Coalition for Parent Involvement inEducation, International Academy of Education,the Harvard Family Research Project, theLaboratory for Student Success at TempleUniversity, and the George W. Bush Institute.20. Representatives Judy Biggert (R-IL),Dale E. Kildee (D-MI), and Tim Ryan (D-OH)introduced the bill in the 112th Congress.21. Stillwell, R. & Sable, J. (2013). PublicSchool Graduates and Dropouts from theCommon Core of Data: School Year 2009–10:First Look (Provisional Data) (NCES 2013-309). Washington, D.C.: National Center forEducation Statistics, U.S. Department ofEducation. Retrieved January 22, 2013, from:http://nces.ed.gov/pubs2013/2013309.pdf.22. Balfanz, R., Bridgeland, J., Bruce, M.,& Fox, J. (2012). Building a Grad Nation:Progress and Challenge in Ending the HighSchool Dropout Epidemic — Annual Update2012. Washington, D.C.: Civic Enterprises.23. ibid.24. U.S. Department of Labor, Bureau of LaborStatistics. (2012, March 12). Job Openingsand Labor Turnover — January 2013 (USDL-13-0422). Retrieved from: http://www.bls.gov/news.release/pdf/jolts.pdf.25. Belfield, C., Levin, H., & Rosen, R. (2012,January). The Economic Value of OpportunityYouth. Washington, D.C.: Civic Enterprises.26. ibid.27. Bridgeland, J., Dilulio Jr., J., & Morison,K. (2006, March). The Silent Epidemic:Perspectives of High School Dropouts.Washington, D.C.: Civic Enterprises.28. Durlak, J., Weissberg, R., Dymnicki, A.,& Schellinger, K. (2011, January/February).The Impact of Enhancing Students’ Socialand Emotional Learning: A Meta-Analysis ofSchool-Based Universal Interventions. ChildDevelopment, 82(1), 405-432.29. The Collaborating Districts includeAnchorage, Austin, Chicago, Cleveland,48 The Missing Piece

Nashville, Oakland, Sacramento, and WashoeCounty, Nevada. For more information, pleasesee http://casel.org/collaborating-districtsinitiative/.30. Durlak, J., Weissberg, R., Dymnicki, A.,& Schellinger, K. (2011, January/February).The Impact of Enhancing Students’ Socialand Emotional Learning: A Meta-Analysis ofSchool-Based Universal Interventions. ChildDevelopment, 82(1), 405-432.31. Payton, J., et al. (2008). The PositiveImpact of Social and Emotional Learningfor Kindergarten to Eighth-Grade Students:Findings from Three Scientific Reviews.Chicago, IL: CASEL.32. Vandevoort, L., Amrein-Beardslety, A.,& Berliner, D. (2004). Students of NationalBoard Certified Teachers Outperform Permson National Test. Education Policy AnalysisArchives 12(46); National Research Council.(2008). Assessing Accomplished Teaching:Advanced-Level Certification Programs.Washington D.C.: The National AcademiesPress; National Board for Professional TeachingStandards. (2001). What Research Says Aboutthe Impact of National Board Certification.Retrieved from http://svefoundation.org/svefoundation/files/nbct_research.pdf; NationalBoard for Professional Teaching Standards.Promoting Student Learning, Growth, andAchievement. Retrieved from http://www.nbpts.org/promoting-student-learning-growthachievement;The Wallace Foundation.(2008). Becoming a Leader: Preparing SchoolPrincipals for Today’s Schools. New York:Wallace Foundation; Rice, J.K. (2003). TeacherQuality: Understanding the Effectiveness ofTeacher Attributes Washington, D.C.: EconomicPolicy Institute.33. Collaborative for Academic, Social, andEmotional Learning. (2012). 2013 CASELGuide: Effective Social and Emotional LearningPrograms, Preschool and Elementary SchoolEdition. Chicago: CASEL.34. Bond, L.A. & Carmola-Hauf, A.M. (2004).Taking Stock and Putting Stock in PrimaryPrevention: Characteristics of EffectivePrograms. The Journal of Primary Prevention24(3), 199-221; Nation, M., Crusto, C.,Wandersman, A., Kumpfer, K.L., Seybolt, D.,Morrissey-Kane, E., & Davino, K. (2003). WhatWorks in Prevention: Principles of EffectivePrevention Practice. American Psychologist50, 449-456; and Weare, K. & Nind, M.(2011). Mental Health Promotion and ProblemPrevention in Schools: What Does the EvidenceSay? Health Promotion International 26(S1),i29-i69.35. Durlak, J., Weissberg, R., Dymnicki, A.,Taylor, R.D., & Schellinger, K. (2011, January/February). The Impact of Enhancing Students’Social and Emotional Learning: A Meta-Analysisof School-Based Universal Interventions. ChildDevelopment, 82(1), 405-432; Greenberg,M.T., Weissberg, R.P., O’Brien, M.U., Zins, J.E.,Fredericks, L., Resnik, H., & Elias, M.J. (2003,June/July). Enhancing School-Based Preventionand Youth Development through CoordinatedSocial, Emotional, and Academic Learning.American Psychologist 58(6/7), 466-474.36. Albright, M.I., Weissberg, R.P., &Dusenbury, L.A. (2011). School-FamilyPartnership Strategies to Enhance Children’sSocial, Emotional, and Academic Growth.Newton, MA: National Center for Mental HealthPromotion and Youth Violence Prevention,Education Development Center, Inc.37. Zehr, M. (2011, July 21). EducationWeek: Experts Want a Focus on Black Boys’Nonacademic Skills. Education Week AmericanEducation News Site of Record. RetrievedJuly 12, 2012, from http://www.edweek.org/ew/articles/2011/07/13/36ets-2.h30.html?qs=social+emotional.38. Durlak, J., Weissberg, R., Dymnicki, A.,& Schellinger, K. (2011, January/February).The Impact of Enhancing Students’ Socialand Emotional Learning: A Meta-Analysis ofSchool-Based Universal Interventions. ChildDevelopment, 82(1), 405-432.39. Tough, P. (2011, September 14). Whatif the Secret to Success is Failure?. N.Y.Times. Retrieved from http://www.nytimes.com/2011/09/18/magazine/what-if-the-secretto-success-is-failure.html?_r=0.40. ibid.41. Tough, P. (2012, September 7). Opting Outof the ‘Rug Rat Race’ For Success in the LongRun, Brain Power Helps, But What Our KidsReally Need to Earn is Grit. Wall Street Journal.Retrieved from http://online.wsj.com/article/SB10000872396390443819404577635352783638934.html.42. United Way Center for Excellence in EarlyEducation. Social and Emotional Development.Retrieved March 26, 2013, from: http://www.unitedwaycfe.org/social-emotional-development.43. de Paul, J. (2012, November). EditorialComment: Evidence-Based Programs forChildren, Youth, Families: Introduction to theSpecial Issue. Psychosocial Intervention 21,113-115.44. KSA-Plus Communications. CASELFindings From Interviews. June 26, 2012.45. Durlak, J., Weissberg, R., Dymnicki, A.,& Schellinger, K. (2011, January/February).The Impact of Enhancing Students’ Socialand Emotional Learning: A Meta-Analysis ofSchool-Based Universal Interventions. ChildDevelopment, 82(1), 405-432.46. Murray, C. & Malmgren, K. (2005, March).Implementing a Teacher-Student RelationshipProgram in High-Poverty Urban School:Effects on Social, Emotional, and AcademicAdjustment and Lessons Learned. Journal ofSchool Psychology 43(2), 137-152; Osher, D.,Kendziora, K., & Chinen, M. (2008, March 31).Student Connection Research: Final NarrativeReport to the Spencer Foundation (Grant No.200700169). Washington, DC: AmericanInstitutes for Research.47. Kidron, Y. & Osher, D. The Social-EmotionalLearning Component of City Year’s WholeSchool, Whole Child Service Model: A Focus onthe Middle Grades. Washington, DC: AmericanInstitutes for Research. Retrieved from http://www.socialimpactexchange.org/sites/www.socialimpactexchange.org/files/Osher%20white%20paper%20SEL%20Middle%20Research_0.pdf.48. Snapshot informed by interviews andemail correspondence with teachers andadministrators of Montgomery County PublicSchools. February-March, 2013.49. Office of Shared Accountability MontgomeryCounty Public Schools. (2012-2013).Summary: County Schools. [Data file]. Retrievedfrom http://www.montgomeryschoolsmd.org/departments/regulatoryaccountability/glance/currentyear/schools/county.pdf.50. Montgomery County Public Schools.Superintendent’s Spring Forum on Social andEmotional Learning. Retrieved from http://www.montgomeryschoolsmd.org/departments/superintendent/springforums/2012-05-10/.51. Montgomery County Public Schools. MCPSCurriculum 2.0. Retrieved from http://www.montgomeryschoolsmd.org/curriculum/2.0/.52. ibid.53. Office of Shared Accountability MontgomeryCounty Public Schools. (2012-2013).Summary: County Schools. [Data file]. Retrievedfrom http://www.montgomeryschoolsmd.org/departments/regulatoryaccountability/glance/currentyear/schools/county.pdf.54. Schweinhart, L., Montie, J., Xiang, Z.,Barnett, W.S., Belfield, C., & Nores, M.(2005). Lifetime Effects: the High/Scope PerryPreschool Study Through Age 40. Ypsilanti, MI:High/Scope Press.55. Sklad, M., Diekstra, R., De Ritter, M., &Ben, J. (2012). Effectiveness of School-BasedUniversal Social, Emotional, and BehavioralPrograms: Do They Enhance Students’Development in the Area of Skill, Behavior, andAdjustment?. Psychology in the Schools 49(9),892-907.56. Organisation for Economic Co-operation andDevelopment. (2013, September). Education ata Glance 2011, OECD Indicators: Country Note— United States. Paris: OECD. Retrieved fromhttp://www.oecd.org/unitedstates/48678896.pdf.57. Organisation for Economic Co-operationand Development. (2011). Strong Performersand Successful Reformers in Education:Lessons from PISA for the United States. Paris:OECD. Retrieved from: http://www.oecd.org/pisa/46623978.pdf.58. Organisation for Economic Co-operationand Development. (2012). Education at aGlance 2012: OECD Indicators. Paris: OECD.Retrieved from: http://www.uis.unesco.org/Education/Documents/oecd-eag-2012-en.pdf.59. ibid.A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 49

60. ibid.61. ibid.62. Heitin, L. (2012, August 23). PollingGroup: Student Success Linked toPositive Outlook. Education Week-Teacher.Retrieved from http://www.edweek.org/tm/articles/2011/08/23/gallup_students.html?tkn=ZWMF6tOPpu57RjDGAQt6w0n0Ats4x8efRVDD&cmp=clp-edweek.63. Bridgeland, J., Dilulio Jr., J., & Morison,K. (2006, March). The Silent Epidemic:Perspectives of High School Dropouts.Washington, D.C.: Civic Enterprises.64. Greenberg, M.T., Weissberg, R.P.,O’Brien, M.U., Zins, J.E., Fredericks, L.,Resnik, H., & Elias, M.J. (2003, June/July).Enhancing School-Based Prevention andYouth Development through CoordinatedSocial, Emotional, and Academic Learning.American Psychologist 58(6/7), 466-474;Kress, J.S. & Elias, M.J. (2006). BuildingLearning Communities through Social andEmotional Learning: Navigating the RoughSeas of Implementation. Professional SchoolCounseling 10(1), 102-107; Zins, J.E.,Bloodworth, M.R., Weissberg, R.P., & Walberg,H.J. The Scientific Base Linking Social andEmotional Learning to School Success. InJ.E. Zins, R.P. Weissberg, M.C. Wang, & H.J.Walberg (Eds.), Building Academic Successon Social and Emotional Learning: What DoesThe Research Say? (pp. 3-22). New York, NY:Teachers College Press; Durlak, J., Weissberg,R., Dymnicki, A., & Schellinger, K. (2011,January/February). The Impact of EnhancingStudents’ Social and Emotional Learning:A Meta-Analysis of School-Based UniversalInterventions. Child Development, 82(1), 405-432.65. Webster-Stratton, C., Gaspar, M., & Seabra-Santos, M. (2012, November). IncredibleYears Parent, Teachers and Children’s Series:Transportability to Portugal of Early InterventionPrograms for Preventing Conduct Problems andPromoting Social and Emotional Competence.Psychosocial Intervention 21, 157-169.66. de Paul, J. (2012, November). EditorialComment: Evidence-Based Programs forChildren, Youth, Families: Introduction to theSpecial Issue. Psychosocial Intervention 21,113-115.67. Character Education Partnership. (2010).A Framework for School Success: 11 Principalsof Effective Character Education. Retrievedfrom http://www.character.org/uploads/PDFs/ElevenPrinciples_new2010.pdf.68. Gutner, L., Caldarella, P., & Korth, B.B.(2012). Promoting Social and EmotionalLearning in Preschool Students: A Study ofStrong Start Pre-K. Early Childhood EducationJournal 40, 151-159; Denham, S.A., Bassett,J., Mincic, M., Kalb, S., Way, E., Wyatt, T., &Segal, Y. (2012). Social-Emotional LearningProfiles of Preschoolers’ Early School Success:A Person-Centered Approach. Learning andIndividual Differences 22, 178-189; Denham,S.A. & Weissberg, R.P. (2004). Social-Emotional Learning in Early Childhood: WhatWe Know and Where to Go from Here. InE. Chesebrough, P. King, T.P. Gullota, & M.Blood (Eds.), A Blueprint for the Promotionof Prosocial Behavior in Early Childhood (pp.13-51). New York: Kluwer Academic/PlenumPublishers.69. Payton, J., Weissberg, R.P., Durlak, J.A.,Dymnicki, A.B., Taylor, R.D., Schellinger, K.B.,& Pachan, M. (2008). The Positive Impact ofSocial and Emotional Learning for Kindergartento Eighth-Grade Students: Findings fromThree Scientific Reviews. Chicago: CASEL;Caldarella, P., Christensen, L., Kramer, T.J., &Kronmiller, K. (2009). Promoting Social andEmotional Learning in Second Grade Students:A Study of the Strong Start Curriculum. EarlyChildhood Education Journal 37, 51-56;Merrell, K.W., Juskells, M.P., & Oanh, K.T.(2008). Social and Emotional Learning inthe Classroom: Evaluation of Strong Kids andStrong Teens on Students’ Social-EmotionalKnowledge and Symptoms. Journal of AppliedSchool Psychology 24(2), 209-224; Kramer,T.J., Caldarella, P., Christensen, L., & Shatzer,R.H. (2010). Social and Emotional Learningin the Kindergarten Classroom: Evaluation ofthe Strong Start Curriculum. Early ChildhoodEducation Journal 37, 303-309.70. Cohen, J. (Ed.). (1999). Educating Mindsand Hearts: Social Emotional Learning and thePassage into Adolescence. Series on SocialEmotional Learning. Williston, VT: TeachersCollege Press; Armstrong, T. (2006). The BestSchools: How Human Development ResearchShould Inform Educational Practice. Alexandria,VA: Association for Supervision and CurriculumDevelopment; Merrell, K.W., Juskells, M.P.,& Oanh, K.T. (2008). Social and EmotionalLearning in the Classroom: Evaluation of StrongKids and Strong Teens on Students’ Social-Emotional Knowledge and Symptoms. Journalof Applied School Psychology 24(2), 209-224.71. Merrell, K.W., Juskells, M.P., & Oanh,K.T. (2008). Social and Emotional Learning inthe Classroom: Evaluation of Strong Kids andStrong Teens on Students’ Social-EmotionalKnowledge and Symptoms. Journal of AppliedSchool Psychology 24(2), 209-224.72. Payton, J., et al. (2008). ThePositive Impact of Social and EmotionalLearning for Kindergarten to Eighth-GradeStudents: Findings from Three ScientificReviews. Chicago, IL: CASEL; Universityof Oklahoma. (2008, June 30). AttitudeDetermines Student Success in RuralSchools, Study Finds. ScienceDaily.Retrieved from http://www.sciencedaily.com/releases/2008/06/080619174221.htm.73. Bryk, A.S., et al., (2010). OrganizingSchools for Improvement: Lessons fromChicago. Chicago, IL: University of ChicagoPress.74. Sklad, M., Diekstra, R., De Ritter, M., &Ben, J. (2012). Effectiveness of School-BasedUniversal Social, Emotional, and BehavioralPrograms: Do They Enhance Students’Development in the Area of Skill, Behavior, andAdjustment?. Psychology in the Schools 49(9),892-907.75. Denham, S., Bassett, H., Mincic, M.,Kalb, S., Way, E., Wyatt, T., & Segal, Y.(2012). Social-Emotional Learning Profiles ofPreschoolers’ Early School Success: A Person-Centered Approach. Learning and IndividualDifferences 22, 178-189.76. Zins, J.E. & Elias, M.J. (2006). SocialAnd Emotional Learning. In G.G. Bear & K.M.Minke (Eds.), Children’s Needs III (pp. 1–14).Bethesda, MD: National Association of SchoolPsychologists; Durlak, J., Weissberg, R.,Dymnicki, A., Schellinger, K. (2011, January/February). The Impact of Enhancing Students’Social and Emotional Learning: A Meta-Analysisof School-Based Universal Interventions. ChildDevelopment, 82(1), 405-432.77. Denham, S., Bassett, H., Mincic, M.,Kalb, S., Way, E., Wyatt, T., & Segal, Y.(2012). Social-Emotional Learning Profiles ofPreschoolers’ Early School Success: A Person-Centered Approach. Learning and IndividualDifferences 22, 178-189.78. Zins, J.E., Bloodworth, M.R., Weissberg,R.P., & Walberg, H.J. The Scientific BaseLinking Social and Emotional Learning toSchool Success. In J.E. Zins, R.P. Weissberg,M.C. Wang, & H.J. Walberg (Eds.), BuildingAcademic Success on Social and EmotionalLearning: What Does The Research Say? (pp.3-22). New York, NY: Teachers College Press.79. Durlak, J., Weissberg, R., Dymnicki, A.,& Schellinger, K. (2011, January/February).The Impact of Enhancing Students’ Socialand Emotional Learning: A Meta-Analysis ofSchool-Based Universal Interventions. ChildDevelopment, 82(1), 405-432. Christenson, S.& Havsy, L. Family-school-peer relationships:Significance for social-emotional and academiclearning. In J. Zins, R. Weissberg, M. Wang, &H. Walberg (Eds.). Building Academic Successon Social and Emotional Learning: What DoesThe Research Say? (pp. 59-75). New York, NY:Teachers College Press.80. Bridgeland, J., Dilulio Jr., J., & Morison,K. (2006, March). The Silent Epidemic:Perspectives of High School Dropouts.Washington, D.C.: Civic Enterprises.81. Greenberg, M.T., Weissberg, R.P.,O’Brien, M.U., Zins, J.E., Fredericks, L.,Resnik, H., & Elias, M.J. (2003, June/July).Enhancing School-Based Prevention andYouth Development through CoordinatedSocial, Emotional, and Academic Learning.American Psychologist 58(6/7), 466-474;Kress, J.S. & Elias, M.J. (2006). BuildingLearning Communities through Social andEmotional Learning: Navigating the RoughSeas of Implementation. Professional SchoolCounseling 10(1), 102-107; Zins, J.E.,Bloodworth, M.R., Weissberg, R.P., & Walberg,H.J. The Scientific Base Linking Social andEmotional Learning to School Success. In50 The Missing Piece

J.E. Zins, R.P. Weissberg, M.C. Wang, & H.J.Walberg (Eds.), Building Academic Successon Social and Emotional Learning: What DoesThe Research Say? (pp. 3-22). New York, NY:Teachers College Press; Durlak, J., Weissberg,R., Dymnicki, A., Taylor, R.D., & Schellinger,K. (2011, January/February). The Impact ofEnhancing Students’ Social and EmotionalLearning: A Meta-Analysis of School-BasedUniversal Interventions. Child Development,82(1), 405-432; Mart, A., Dusenbury, L., &Weissberg, R.P. (2011). Social, Emotional,and Academic Learning: Complementary Goalsfor School–Family Partnerships. Handbook onFamily and Community Engagement, 37-43.Charlotte: Information Age Publishing.82. Reyes, M., Brackett, M., Rivers, S.,Elbertson, N., & Salovey, P. (2012). SchoolPsychology Review 41(1), 82-99.83. Sklad, M., Diekstra, R., De Ritter, M., &Ben, J. (2012). Effectiveness of School-BasedUniversal Social, Emotional, and BehavioralPrograms: Do They Enhance Students’Development in the Area of Skill, Behavior, andAdjustment?. Psychology in the Schools 49(9),892-907.84. Durlak, J., Weissberg, R., Dymnicki,A., Taylor, R.D., & Schellinger, K. (2011,January/February). The Impact of EnhancingStudents’ Social and Emotional Learning:A Meta-Analysis of School-Based UniversalInterventions. Child Development, 82(1), 405-432; Mart, A., Dusenbury, L., & Weissberg,R.P. (2011). Social, Emotional, and AcademicLearning: Complementary Goals for School–Family Partnerships. Handbook on Family andCommunity Engagement, 37-43. Charlotte:Information Age Publishing.85. Whitcomb, S. & Merrell, K. (2012).Understanding Implementation andEffectiveness of Strong Start K-2 on Social-Emotional. Early Childhood Education Journal40, 63-71.86. Payton, J., et al. (2008). The PositiveImpact of Social and Emotional Learningfor Kindergarten to Eighth-Grade Students:Findings from Three Scientific Reviews.Chicago, IL: CASEL.87. Whitcomb, S. & Merrell, K. (2012).Understanding Implementation andEffectiveness of Strong Start K-2 on Social-Emotional. Early Childhood Education Journal40, 63-71.88. U.S. Department of Education. (2007).What Works Clearinghouse Intervention Report:Positive Action. Retrieved from http://ies.ed.gov/ncee/wwc/pdf/intervention_reports/WWC_Positive_Action_042307.pdf; Vega, V. (2012,November). Social and Emotional LearningResearch: Evidence-Based Programs. Edutopia.Retrieved from http://www.edutopia.org/selresearch-evidence-based-programs.89. Gutner, L., Caldarella, P., Korth, B., &Young, K.R. (2012). Promoting Social andEmotional Learning in Preschool Students: AStudy of Strong Start Pre-K. Early ChildhoodEducation Journal 40, 151-159.90. Sklad, M., Diekstra, R., De Ritter, M., &Ben, J. (2012). Effectiveness of School-BasedUniversal Social, Emotional, and BehavioralPrograms: Do They Enhance Students’Development in the Area of Skill, Behavior, andAdjustment?. Psychology in the Schools 49(9),892-907.91. Payton, J., et al. (2008). The PositiveImpact of Social and Emotional Learningfor Kindergarten to Eighth-Grade Students:Findings from Three Scientific Reviews.Chicago, IL: CASEL.92. Gutner, L., Caldarella, P., Korth, B., &Young, K.R. (2012). Promoting Social andEmotional Learning in Preschool Students: AStudy of Strong Start Pre-K. Early ChildhoodEducation Journal 40, 151-159.93. Newark Teachers Union. School Climate.Retrieved March 26, 2013, from: http://www.ntuaft.com/TISE/IRS%20manual/innovative/school_climate.htm.94. Benson, P.L. (2006). All Kids Are Our Kids:What Communities Must Do to Raise Caringand Responsible Children and Adolescents (2nded.). San Francisco: Jossey-Bass.95. Newark Teachers Union. School Climate.Retrieved March 26, 2013, from: http://www.ntuaft.com/TISE/IRS%20manual/innovative/school_climate.htm.96. Sklad, M. Diekstra, R., De Ritter, M., &Ben, J. (2012). Effectiveness of School-BasedUniversal Social, Emotional, and BehavioralPrograms: Do They Enhance Students’Development in the Area of Skill, Behavior, andAdjustment?. Psychology in the Schools 49(9),892-907.97. ibid.98. Cook, T.D., Habib, F., Phillips,M., Settersen, R.A., Shagle, S.C., &Degirmenciouglu, S.M. (1999). Comer’s SchoolDevelopment Program in Prince George’sCounty, Maryland: A Theory-Based Evaluation.American Educational Research Journal 36,543-597; Hawkins, J.D., Smith, B.H., &Catalano, R.F. (2004). Social Developmentand Social and Emotional Learning. In J.E.Zins, R.P. Weissberg, M.C. Wang, & H.J.Walberg (Eds.), Building Academic Successon Social and Emotional Learning: What DoesThe Research Say? (pp. 3-22). New York, NY:Teachers College Press; Schaps, E., Battistich,V., & Solomon, D. (2004). Community in Schoolas Key to Student Growth: Findings from theChild Development Project. In J.E. Zins, R.P.Weissberg, M.C. Wang, & H.J. Walberg (Eds.),Building Academic Success on Social andEmotional Learning: What Does The ResearchSay? (pp. 189-204). New York, NY: TeachersCollege Press; Durlak, J., Weissberg, R.,Dymnicki, A., & Schellinger, K. (2011, January/February). The Impact of Enhancing Students’Social and Emotional Learning: A Meta-Analysisof School-Based Universal Interventions. ChildDevelopment, 82(1), 405-432.99. Greenberg, M.T., Weissberg, R.P.,O’Brien, M.U., Zins, J.E., Fredericks, L.,Resnik, H., & Elias, M.J. (2003, June/July).Enhancing School-Based Prevention and YouthDevelopment through Coordinated Social,Emotional, and Academic Learning. AmericanPsychologist 58(6/7), 466-474; Durlak, J.,Weissberg, R., Dymnicki, A., & Schellinger,K. (2011, January/February). The Impact ofEnhancing Students’ Social and EmotionalLearning: A Meta-Analysis of School-BasedUniversal Interventions. Child Development,82(1), 405-432.100. Snapshot informed by ClevelandMetropolitan School District CEO U.S.Senate Health, Education, Labor andPensions Committee Hearing transcript andemail correspondence with administratorsof Cleveland Metropolitan School District,February-March 2013.101. U.S. Census Bureau. (2010). SelectedEconomic Characteristics: 2006-2010American Community Survey 5-Year Estimates[Data file]. http://factfinder2.census.gov/faces/tableservices/jsf/pages/productview.xhtml?pid=ACS_11_5YR_DP03.102. Cleveland Metropolitan School District.CMSD Facts. Retrieved from http://www.cmsdnet.net/en/AboutCMSD/Facts.aspx.103. Osher, D.M., et al. (2003). Avoid SimpleSolutions and Quick Fixes. American Institutesfor Research. Retrieved from http://www.air.org/files/Avoid_Simple_Solutions_and_Quick_Fixes_Osher_January_2013.pdf.104. American Institutes For Research.Cleveland Metropolitan School DistrictHuman Ware Initiative. Retrieved from http://www.air.org/focus-area/education/index.cfm?fa=viewContent&content_id=387&id=8.105. National Registry of Evidence-BasedPrograms and Practices. Ripple Effects,How Change Happens. Retrieved from http://rippleeffects.com/.106. Osher, D.M., et al. (2003). Avoid SimpleSolutions and Quick Fixes. American Institutesfor Research. Retrieved from http://www.air.org/files/Avoid_Simple_Solutions_and_Quick_Fixes_Osher_January_2013.pdf.107. ibid.108. Carnelvale, A., Smith, N., & Strohl, J.(2010, June). Help Wanted : Projections ofJobs and Education Requirements through2018. Georgetown University Center onEducation and The Workforce.109. Harvard Graduate School of Education,Pathways to Prosperity Project. (2011,February). Pathways to Prosperity: Meeting theChallenge of Preparing Young Americans for the21st Century. Cambridge, MA: Harvard College.110. Carnevale, A., Jayasundera, T., & Hanson,A. (2012, September). Career and TechnicalEducation: Five Ways that Pay. GeorgetownA National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 51

University Center on Education and theWorkforce.111. Carnelvale, A., Smith, N., & Strohl, J.(2010, June). Help Wanted : Projections ofJobs and Education Requirements through2018. Georgetown University Center onEducation and The Workforce.112. ibid.113. Bridgeland, J., Dilulio Jr., J., & Morison,K. (2006, March). The Silent Epidemic:Perspectives of High School Dropouts.Washington, D.C.: Civic Enterprises.114. National Research Council. (1984).High Schools and the Changing Workplace:The Employers’ View (Report of the Panelon Secondary School Education for theChanging Workplace). Washington, D.C.:National Academy Press; National ResearchCouncil. (2012). Education for Life and Work:Developing Transferable Knowledge and Skillsin the 21st Century. Washington, D.C.: NationalAcademy Press.115. Zemsky, R. & Iannozzi, M. (1995).A Reality Check: First Finding from theEQW National Employer Survey. EQW.10. Philadelphia: National Center on theEducational Quality of the Workforce, Universityof Pennsylvania. http://www.eric.ed.gov/PDFS/ED398385.pdf. In Levin, H., The Utility andNeed for Incorporating Non-Cognitive Skills intoLarge Scale Educational Assessments (2011).http://www1.maxwell.syr.edu/uploadedFiles/cpr/events/Levin_paper.pdf Presented at ETSInvitational Conference on International Large-Scale Assessment and to be published in avolume by Springer Publishers.116. Zemsky, R. & Iannozzi, M. (1995)A Reality Check: First Finding from theEQW National Employer Survey. EQW.10. Philadelphia: National Center on theEducational Quality of the Workforce, Universityof Pennsylvania. http://www.eric.ed.gov/PDFS/ED398385.pdf. In Levin, H., The Utility andNeed for Incorporating Non-Cognitive Skills intoLarge Scale Educational Assessments (2011).http://www1.maxwell.syr.edu/uploadedFiles/cpr/events/Levin_paper.pdf Presented at ETSInvitational Conference on International Large-Scale Assessment and to be published in avolume by Springer Publishers.117. Casner-Lotto, J. & Barrington, L. (2006).Are They Really Ready to Work? - Employers’Perspectives on the Basic Knowledge andApplied Skills of New Entrants to the 21stCentury U.S. Workforce. New York: TheConference Board, Partnership for 21st CenturySkills, Corporate Voices for Working Families,and Society for Human Resource Management.118. CASEL. Why It Matters. http://casel.org/why-it-matters/benefits-of-sel/.119. Casner-Lotto, J. & Barrington, L. (2006).Are They Really Ready to Work? - Employers’Perspectives on the Basic Knowledge andApplied Skills of New Entrants to the 21stCentury U.S. Workforce. New York: TheConference Board, Partnership for 21st CenturySkills, Corporate Voices for Working Families,and Society for Human Resource Management.120. Sigmar, L.S., Hynes, G.E., & Hill, K.L.(2012, September).Strategies for TeachingSocial and Emotional Intelligence in BusinessCommunication. Business CommunicationQuarterly. 75(3), 301-317.121. Sklad, M., Diekstra, R., De Ritter, M., &Ben, J. (2012). Effectiveness of School-BasedUniversal Social, Emotional, and BehavioralPrograms: Do They Enhance Students’Development in the Area of Skill, Behavior, andAdjustment?. Psychology in the Schools 49(9),892-907.122. Payton, J., et al. (2008). The PositiveImpact of Social and Emotional Learningfor Kindergarten to Eighth-Grade Students:Findings from Three Scientific Reviews.Chicago, IL: CASEL.123. Sigmar, L.S., Hynes, G.E., & Hill, K.L.(2012, September).Strategies for TeachingSocial and Emotional Intelligence in BusinessCommunication. Business CommunicationQuarterly. 75(3), 301-317.124. Sklad, M., Diekstra, R., De Ritter, M., &Ben, J. (2012). Effectiveness of School-BasedUniversal Social, Emotional, and BehavioralPrograms: Do They Enhance Students’Development in the Area of Skill, Behavior, andAdjustment?. Psychology in the Schools 49(9),892-907.125. Jones, S. & Bouffard, S. (2012). SocialPolicy Report: Social and Emotional Learningin Schools — From Programs to Strategies.Sharing Child and Youth DevelopmentKnowledge 26(4), 1-31.126. Durlak, J., Weissberg, R., Dymnicki, A.,& Schellinger, K. (2011, January/February).The Impact of Enhancing Students’ Socialand Emotional Learning: A Meta-Analysis ofSchool-Based Universal Interventions. ChildDevelopment 82(1), 405-432.127. Reyes, M., Brackett, M., Rivers, S.,Elbertson, N., & Salovey, P. (2012). SchoolPsychology Review 41(1), 82-99.128. Sklad, M., Diekstra, R., De Ritter, M., &Ben, J. (2012). Effectiveness of School-BasedUniversal Social, Emotional, and BehavioralPrograms: Do They Enhance Students’Development in the Area of Skill, Behavior, andAdjustment?. Psychology in the Schools 49(9),892-907.129. Dusenbury, L., Zadrazil, J., Mart, A., &Weissberg, R. (2011, April). State LearningStandards to Advance Social and EmotionalLearning: The State Scan of Social andEmotional Learning Standards, Preschoolthrough High School. Chicago, IL: CASEL andUniversity of Illinois at Chicago.130. Dusenbury, L., Zadrazil, J., Mart, A., &Weissberg, R. (2011, April). State LearningStandards to Advance Social and EmotionalLearning: The State Scan of Social andEmotional Learning Standards, Preschoolthrough High School. Chicago, IL: CASELand University of Illinois at Chicago; Osher,D., Kendzziora, K., & Chinen, M. (2008).Student Connection Research: Final NarrativeReport to the Spencer Foundation (Grant No.200700169). Washington, D.C.: AmericanInstitutes for Research.131. Dusenbury, L., Zadrazil, J., Mart, A., &Weissberg, R. (2011, April). State LearningStandards to Advance Social and EmotionalLearning: The State Scan of Social andEmotional Learning Standards, Preschoolthrough High School. Chicago, IL: CASELand University of Illinois at Chicago; Gordon,R., Ji, P., Mulhall, P., Shaw, B., & Weissberg,R.P. Social and Emotional Learning for IllinoisStudents: Policy, Practice, and Progress: HowIllinois SEL Standards Came to Be and Whatthe State Has Learned Through Putting ThemInto Practice. In The Illinois Report 2011(pp. 68-83). Institute of Government andPublic Affairs, University of Illinois; IllinoisChildren’s Mental Health Partnership. Socialand Emotional Learning (SEL) ProfessionalDevelopment Project: History of Illinois’ SELStandards. Retrieved from http://icmhp.org/initiatives/selimplementation.html.132. Dusenbury, L., Zadrazil, J., Mart, A., &Weissberg, R. (2011, April). State LearningStandards to Advance Social and EmotionalLearning: The State Scan of Social andEmotional Learning Standards, Preschoolthrough High School. Chicago, IL: CASEL andUniversity of Illinois at Chicago.133. Jones, S. & Bouffard, S. (2012). SocialPolicy Report: Social and Emotional Learningin Schools — From Programs to Strategies.Sharing Child and Youth DevelopmentKnowledge 26(4), 1-31; Illinois State Board ofEducation. Illinois Learning Standards: Social/Emotional Learning (SEL). Retrieved fromhttp://www.isbe.state.il.us/ils/social_emotional/standards.htm.134. PRNewsWire. (2012, April 18).Kansas leads the Nation in Adopting K–12Standards for Social, Emotional and CharacterDevelopment. http://www.prnewswire.com/news-releases-test/kansas-leads-the-nation-inadopting-k-12-standards-for-social-emotionaland-character-development-147898025.html135. Reyes, M., Brackett, M., Rivers, S.,Elbertson, N., & Salovey, P. (2012). SchoolPsychology Review 41(1), 82-99.136. Collaborative for Academic, Social, andEmotional Learning. (2012). 2013 CASELGuide: Effective Social and Emotional LearningPrograms, Preschool and Elementary SchoolEdition. Chicago: CASEL.137. Reyes, M., Brackett, M., Rivers, S.,Elbertson, N., & Salovey, P. (2012). SchoolPsychology Review 41(1), 82-99.138. ibid.139. Reyes, M.R., Brackett, M.A., Rivers, S.E.,Elbertson, N.A., & Salovey, P. (2012). The52 The Missing Piece

Interaction Effects of Program Training, Dosage,and Implementation Quality on TargetedStudent Outcomes for the RULER Approachto Social and Emotional Learning. SchoolPsychology Review 41(1), 82-99.140. Han, S. & Weiss, B. (2005). Sustainabilityof Teacher Implementation of School-BasedMental Health Programs. Journal of AbnormalChild Psychology 33(6), 665-679.141. Sklad, M., Diekstra, R., De Ritter, M., &Ben, J. (2012). Effectiveness of School-BasedUniversal Social, Emotional, and BehavioralPrograms: Do They Enhance Students’Development in the Area of Skill, Behavior, andAdjustment?. Psychology in the Schools 49(9),892-907.142. Albright, M., Weissberg, R., & Dusenbury,L. (2011). School-Family Partnership Strategiesto Enhance Children’s Social, Emotional, andAcademic Growth. Newtown, MA: NationalCenter for Mental Health Promotion and YouthViolence Prevention, Education DevelopmentCenter, Inc.143. Christenson, S.L., & Havsy, L.H. (2004).Family-School-Peer Relationships: Significancefor Social, Emotional, and Academic Learning.In J.E. Zins, R.P. Weissberg, M.C. Wang, & H.J.Walberg (Eds.), Building Academic Successon Social and Emotional Learning: What DoesThe Research Say? (pp. 59–75). New York, NY:Teachers College Press.144. Albright, M., Weissberg, R., & Dusenbury,L. (2011). School-Family Partnership Strategiesto Enhance Children’s Social, Emotional, andAcademic Growth. Newtown, MA: NationalCenter for Mental Health Promotion and YouthViolence Prevention, Education DevelopmentCenter, Inc; Christenson, S.L. & Havsy, L.H.(2004). Family-School-Peer Relationships:Significance for Social, Emotional, andAcademic Learning. In J.E. Zins, R.P.Weissberg, M.C. Wang, & H.J. Walberg (Eds.),Building Academic Success on Social andEmotional Learning: What Does The ResearchSay? (pp. 59–75). New York, NY: TeachersCollege Press.145. Christenson, S.L. & Havsy, L.H. (2004).Family-School-Peer Relationships: Significancefor Social, Emotional, and Academic Learning.In J.E. Zins, R.P. Weissberg, M.C. Wang, & H.J.Walberg (Eds.), Building Academic Successon Social and Emotional Learning: What DoesThe Research Say? (pp. 59–75). New York, NY:Teachers College Press.146. Resnick, M.D., Weissberg, R.P., Redding,S., & Walberg, H.J. (2005). Albright, M.,Weissberg, R., & Dusenbury, L. (2011). School-Family Partnership Strategies to EnhanceChildren’s Social, Emotional, and AcademicGrowth. Newtown, MA: National Center forMental Health Promotion and Youth ViolencePrevention, education Development Center, Inc.147. Albright, M., Weissberg, R., & Dusenbury,L. (2011). School-Family Partnership Strategiesto Enhance Children’s Social, Emotional, andAcademic Growth. Newtown, MA: NationalCenter for Mental Health Promotion and YouthViolence Prevention, Education DevelopmentCenter, Inc.148. Jeynes, W.H. (2013, February 7). AMeta-Analysis of the Efficacy of Different Typesof Parental Involvement for Urban Students.Urban Education 47(4), 706-742.149. Jeynes, W.H. (2007). The RelationshipBetween Parental Involvement And UrbanSecondary School Student AcademicAchievement: A Meta-Analysis. UrbanEducation, 42(1), 82-110; Jeynes, W.H.(2005). A Meta-Analysis Of The Relation OfParental Involvement To Urban ElementarySchool Student Academic Achievement. UrbanEducation, 40(3), 237-269.150. Jeynes, W.H. (2013, February 7). AMeta-Analysis of the Efficacy of Different Typesof Parental Involvement for Urban Students.Urban Education 47(4), 706-742.151. Durlak, J.A., Weissberg, R.P., & Pachan,M. (2010). A Meta-Analysis of After-SchoolPrograms that Seek to Promote Personal andSocial Skills in Children and Adolescents.American Journal of Community Psychology 45,294-309.152. Snapshot informed by interviews andemail correspondence with teachers, principalsand administrators of Austin IndependentSchool District. January-March, 2013.153. National Center For Education Statistics.(2010-2011). Enrollment Characteristics(2010-2011 school year) [Data file]. Retrievedfrom http://nces.ed.gov/globallocator/sch_info_popup.asp?Type=Public&ID=480894000311.154. ibid.155. Heinauer, L. (2013, January 14) Austinschool district woos potential donors with sitevisits. Statesman.com. Retrieved from http://www.statesman.com/news/news/local/austinschool-district-woos-potential-donors-with-/nTwzG/.156. Committee for Children. (2012) SecondStep: Social Skills for Early Childhood- Grade8. Retrieved from http://www.cfchildren.org/second-step.aspx.157. Heinauer, L. (2013, January 14) Austinschool district woos potential donors with sitevisits. Statesman.com. Retrieved from http://www.statesman.com/news/news/local/austinschool-district-woos-potential-donors-with-/nTwzG/.158. The policy suggestions in Paths Forwardwere informed by a variety of leading socialand emotional learning organizations andeducation-focused research groups, including:CASEL, National Center for Mental HealthPromotion and Youth Violence Prevention,National Coalition for Parent Involvement inEducation, International Academy of Education,the Harvard Family Research Project, and theLaboratory for Student Success at TempleUniversity, and the George W. Bush Institute.159. Middle School Matters. (2012, December31). Middle School Matters Field Guide:Research-Based Principles, Practices, andTools for the Middle Grades (Draft). Dallas, TX:George W. Bush Presidential Center; Jones, S.& Bouffard, S. (2012). Social Policy Report:Social and Emotional Learning in Schools —From Programs to Strategies. Sharing Child andYouth Development Knowledge 26(4), 1-33;Albright, M., Weissberg, R., & Dusenbury, L.(2011). School-Family Partnership Strategiesto Enhance Children’s Social, Emotional, andAcademic Growth. Newton, MA: NationalCenter for Mental Health Promotion and YouthViolence Prevention, Education DevelopmentCenter, Inc; Elias, M. (2003). Academic andSocial-Emotional Learning. Education PracticesSeries — 11. Brussels: International Academyof Education; Durlak, J. & Weissberg, R.(2007). The Impact of After-School Programsthat Promote Pesonal and Social Skills.Chicago, IL: CASEL.160. Jones, S. & Bouffard, S. (2012). SocialPolicy Report: Social and Emotional Learningin Schools — From Programs to Strategies.Sharing Child and Youth DevelopmentKnowledge 26(4), 1-33; Yates, T., et al.(2008). Research Synthesis on Screeningand Assessing Social-Emotional Competence.Nashville, TN: The Center on the Social andEmotional Foundations for Early Learning,Vanderbilt University.161. Christenson, S. & Reschly, A.L. (2009).Handbook on School-Family Partnerships.New York: Routledge; American Institutes forResearch. (2009, April 16). Alaska Initiativefor Community Engagement SummativeReport. Washington, D.C.: American Institutesfor Research; Middle School Matters. (2012,December 31). Middle School Matters FieldGuide: Research-Based Principles, Practices,and Tools for the Middle Grades (Draft). Dallas,TX: George W. Bush Presidential Center;Albright, M., Weissberg, R., & Dusenbury, L.(2011). School-Family Partnership Strategiesto Enhance Children’s Social, Emotional, andAcademic Growth. Newton, MA: NationalCenter for Mental Health Promotion and YouthViolence Prevention, Education DevelopmentCenter, Inc; CASEL. (2012). 2013 CASELGuide: Effective Social and Emotional LearningPrograms — Preschool and Elementary SchoolEdition. Chicago, IL: CASEL; Cooper, J.,Masi, R., & Vick, J. (2009, August). Social-Emotional Development in Early Childhood:What Every Policymaker Should Know. NewYork: National Center for Children in Poverty,Columbia University; Yates, T., et al. (2008).Research Synthesis on Screening and AssessingSocial-Emotional Competence. Nashville,TN: The Center on the Social and EmotionalFoundations for Early Learning, VanderbiltUniversity; Blis, D. & Hughes, K. (2002,October). Partnerships by Design: CultivatingEffective and Meaningful School-FamilyPartnerships. Portland: Northwest RegionalEducational Laboratory.A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 53

162. Jones, S. & Bouffard, S. (2012). SocialPolicy Report: Social and Emotional Learningin Schools — From Programs to Strategies.Sharing Child and Youth DevelopmentKnowledge 26(4), 1-33; Albright, M.,Weissberg, R., & Dusenbury, L. (2011). School-Family Partnership Strategies to EnhanceChildren’s Social, Emotional, and AcademicGrowth. Newton, MA: National Center forMental Health Promotion and Youth ViolencePrevention, Education Development Center,Inc; Elias, M. (2003). Academic and Social-Emotional Learning. Education Practices Series— 11. Brussels: International Academy ofEducation.163. CASEL. (2012). 2013 CASEL Guide:Effective Social and Emotional LearningPrograms — Preschool and Elementary SchoolEdition. Chicago, IL: CASEL; Middle SchoolMatters. (2012, December 31). MiddleSchool Matters Field Guide: Research-BasedPrinciples, Practices, and Tools for the MiddleGrades (Draft). Dallas, TX: George W. BushPresidential Center.164. CASEL. Anchorage, Alaska — DistrictOverview. http://casel.org/collaborating-districtsinitiative/anchorage-alaska/.165. Elias, M.J. (2009). Social-Emotional andCharacter Development and Academics as aDual Focus of Educational Policy. EducationPolicy 23, 831-846; Elias, M.J., Wang, M.C.,Weissberg, R.P., Zins, J.E., & Walberg, H.J.(2002). The Other Side of the Report Card:Student Success Depends on More thanTest Scores. American School Board Journal189(11), 28-30; Mart, A., Dusenbury, L., &Weissberg, R.P. (2011). Social, Emotional,and Academic Learning: Complementary Goalsfor School–Family Partnerships. Handbook onFamily and Community Engagement, 37-43.Charlotte: Information Age Publishing.166. Dusenbury, L., Zadrazil, J., Mart, A., &Weissberg, R. (2011, April). State LearningStandards to Advance Social and EmotionalLearning: The State Scan of Social andEmotional Learning Standards, Preschoolthrough High School. Chicago, IL: CASEL andUniversity of Illinois at Chicago; Jones, S. &Bouffard, S. (2012). Social Policy Report:Social and Emotional Learning in Schools —From Programs to Strategies. Sharing Childand Youth Development Knowledge 26(4),1-33; CASEL. (2012). 2013 CASEL Guide:Effective Social and Emotional LearningPrograms — Preschool and Elementary SchoolEdition. Chicago, IL: CASEL; Achieve. (2012,December). Understanding the Skills in theCommon Core State Standards. Retrieved fromhttp://www.achieve.org/files/Understanding-Skills-CCSS.pdf.167. Weissberg, R. (2013, January 7). Letterto Vice-President Joe Biden. Chicago, IL:CASEL; Jones, S. & Bouffard, S. (2012). SocialPolicy Report: Social and Emotional Learningin Schools — From Programs to Strategies.Sharing Child and Youth DevelopmentKnowledge 26(4), 1-33.168. CASEL. Federal Policy. Retrieved March26, 2013, from: http://casel.org/policyadvocacy/federal-policy/;CASEL. Academic,Social, and Emotional Learning Act of 2011— Bill Summary. Retrieved March 26, 2013,from: http://casel.org/publications/academic-social-and-emotional-learning-act-of-2011-summary/.169. Weissberg, R. (2013, January 7). Letterto Vice-President Joe Biden. Chicago, IL:CASEL; Jones, S. & Bouffard, S. (2012). SocialPolicy Report: Social and Emotional Learningin Schools — From Programs to Strategies.Sharing Child and Youth DevelopmentKnowledge 26(4), 1-33.170. Snapshot informed by interviews andemail correspondence with teachers andadministrators of Downers Grove Grade SchoolDistrict 58. January-March, 2013.171. Illinois State Board of Education. IllinoisLearning Standards Social/Emotional Learning(SEL). Retrieved from http://www.isbe.state.il.us/ils/social_emotional/standards.htm.172. ibid.173. ibid.174. ibid.175. ibid.176. ibid.177. Downers Grove Grade School District 58.Fast Facts. Retrieved from http://www.dg58.org/domain/93.178. El Sierra Elementary School. Home.Retrieved from http://www.dg58.org/es.179. Illinois Interactive Report Card. (2012).El Sierra Elem School-Downers Grove GSD58 Demographic Information. [Data file].Retrieved from http://iirc.niu.edu/School.aspx?schoolId=190220580022002.180. Northeast Foundation For Children, Inc.(2013) Responsive Classroom Home. Retrievedfrom http://www.responsiveclassroom.org/.181. Waldorf, J.K. (2012, May 3). El SierraSchool Families Tackle Social-EmotionalLearning Goals. Chicago Tribune. Retrievedfrom http://triblocal.com/downers-grove/community/galleries/2012/05/el-sierra-schoolfamilies-tackle-social-emotional-learning-goals/.182. ibid.183. ibid.184. ibid.185. ibid.54 The Missing Piece

ibliographyAber, J.L., Jones, S.M., Brown, J.L., Chaudry,N., & Samples, F. (1998). Resolving ConflictCreatively: Evaluating the Development Effectsof a School-Based Violence Prevention Programin Neighborhood and Classroom Context.Development and Psychopathology 10, 187-213.Achieve, Inc. (2012, December).Understanding the Skills in the CommonCore State Standards. Retrieved March 29,2013, from http://www.achieve.org/files/Understanding-Skills-CCSS.pdf.Adams, C. (2013, February 27). CharacterEducation Seen as Student-Achievement Tool.Education Week 32(22), 7.Albright, M.I. & Weissberg, R.P. (2010).School-Family Partnerships to Promote Socialand Emotional Learning. In S.L. Christenson &A.L. Reschly (Eds.), Handbook of School-FamilyPartnerships (pp. 246–265). New York, NY:Routledge.Albright, M.I., Weissberg, R.P., & Dusenbury,L.A. (2011). School-Family PartnershipStrategies to Enhance Children’s Social,Emotional, and Academic Growth. Newton, MA:National Center for Mental Health Promotionand Youth Violence Prevention, EducationDevelopment Center, Inc.Armstrong, T. (2006). The Best Schools:How Human Development Research ShouldInform Educational Practice. Alexandria, VA:Association for Supervision and CurriculumDevelopment.Aronson, J. (Ed.). (2002). Improving AcademicAchievement: Impact of Psychological Factorson Education. New York: Academic Press.Bancino, R. & Zevalkink, C. (2007). Soft Skills:The New Curriculum for Hard-Core TechnicalProfessionals. Techniques: ConnectingEducation and Careers 82, 20-22.Battistich, V., Schaps, E., Watson, M.,Solomon, D., & Lewis, C. (2000). Effects of theChild Development Project on Students’ DrugUse and Other Problem Behaviors. The Journalof Primary Prevention 21(1), 75-99.Benson, P.L. (2006). All Kids Are Our Kids:What Communities Must Do to Raise Caringand Responsible Children and Adolescents (2nded.). San Francisco: Jossey-Bass.Bierman, K.L., Domitrovich, C.E., Nix, R.L.,Gest, S.D., Welsh, J.A., Greenberg, M.T., etal. (2008). Promoting Academic and Social-Emotional School Readiness: The Head StartREDI Program. Child Development 79(6),1802-1817.Blis, D. & Hughes, K. (2002, October).Partnerships by Design: Cultivating Effectiveand Meaningful School-Family Partnerships.Portland: Northwest Regional EducationalLaboratory.Bond, L.A. & Carmola-Hauf, A.M. (2004).Taking Stock and Putting Stock in PrimaryPrevention: Characteristics of EffectivePrograms. The Journal of Primary Prevention24(3), 199-221.Caldarella, P., Christensen, L., Kramer, T.J., &Kronmiller, K. (2009). Promoting Social andEmotional Learning in Second Grade Students:A Study of the Strong Start Curriculum. EarlyChildhood Education Journal 37, 51-56.Caldarella, P., Page, N.W., & Gunter, L. (2012).Early Childhood Educators’ Perceptions ofConscious Discipline. Education 132(3), 589-599.Christenson, S.L. & Havsy, L.H. (2004). Family-School-Peer Relationships: Significance forSocial, Emotional, and Academic Learning. InJ.E. Zins, R.P. Weissberg, M.C. Wang, & H.J.Walberg (Eds.), Building Academic Successon Social and Emotional Learning: What DoesThe Research Say? (pp. 59–75). New York, NY:Teachers College Press.Christenson, S. & Reschly, A.L. (2009).Handbook on School-Family Partnerships.New York: Routledge; American Institutes forResearch. (2009, April 16). Alaska Initiativefor Community Engagement Summative Report.Washington, D.C.: American Institutes forResearch.Chronister, G., et al. (2013, January 10).Crafting an Environment for Learning.Education Week — Quality Counts 32(16), 3.Chronister, G. et al. (2013, January 10).Survey: School Climate, Discipline, and Safety.Education Week — Quality Counts 32(16),14-15.Cohen, J. (Ed.). (1999). Educating Minds andHearts: Social Emotional Learning and thePassage into Adolescence. Series on SocialEmotional Learning. Williston, VT: TeachersCollege Press.Collaborative for Academic, Social, andEmotional Learning. (2010). Social andEmotional Learning: Ready! Creating a NationalInitiative — CASEL 2009 Forum Summary andFollow-Up. Chicago: CASEL. http://casel.org/wpcontent/uploads/2009-Forum-Report.pdf.Collaborative for Academic, Social, andEmotional Learning. (2011). Expanding Socialand Emotional Learning Nationwide: Let’s Go!An Overview — CASEL 2011 Forum. Chicago:CASEL.Collaborative for Academic, Social, andEmotional Learning. (2012). 2013 CASELGuide: Effective Social and Emotional LearningPrograms, Preschool and Elementary SchoolEdition. Chicago: CASEL.Cook, T.D., Habib, F., Phillips, M., Settersen,R.A., Shagle, S.C., & Degirmenciouglu, S.M.(1999). Comer’s School Development Programin Prince George’s County, Maryland: A Theory-Based Evaluation. American EducationalResearch Journal 36, 543-597.Cooper, J.L., Masi, R., & Vick, J. (2009,August). Social-Emotional Development in EarlyChildhood: What Every Policymaker ShouldKnow. New York: National Center for Childrenin Poverty.Denham, S.A. & Weissberg, R.P. (2004).Social-Emotional Learning in Early Childhood:What We Know and Where to Go from Here.In E. Chesebrough, P. King, T.P. Gullota, & M.Blood (Eds.), A Blueprint for the Promotionof Prosocial Behavior in Early Childhood (pp.13-51). New York: Kluwer Academic/PlenumPublishers.Denham, S.A., Bassett, J., Mincic, M., Kalb, S.,Way, E., Wyatt, T., & Segal, Y. (2012). Social-Emotional Learning Profiles of Preschoolers’Early School Success: A Person-CenteredApproach. Learning and Individual Differences22, 178-189.Duckworth, A.S. & Seligman, M.E.P. (2005).Self-Discipline Outdoes IQ in PredictingAcademic Performance of Adolescents.Psychological Science 16(12), 939-944.Durlak, J. & Weissberg, R.P. (2007). TheImpact of After-School Programs that PromotePersonal and Social Skills. Chicago: CASEL.Durlak, J., Weissberg, R., Dymnicki, A.,Taylor, R.D., & Schellinger, K. (2011, January/February). The Impact of Enhancing Students’Social and Emotional Learning: A Meta-Analysisof School-Based Universal Interventions. ChildDevelopment, 82(1), 405-432.Durlak, J.A., Weissberg, R.P., & Pachan,M. (2010). A Meta-Analysis of After-SchoolPrograms that Seek to Promote Personal andSocial Skills In Children and Adolescents.American Journal of Community Psychology 45,294-309.Dusenbury, L., Zadrazil, J., Mart, A., &Weissberg, R. (2011, April). State LearningStandards to Advance Social and EmotionalLearning: The State Scan of Social andEmotional Learning Standards, Preschoolthrough High School. Chicago: CASEL andUniversity of Illinois at Chicago.Elias, M.J. (2003). Academic and Social-Emotional Learning. Education Practices Series— 11. Brussels: International Academy ofEducation.Elias, M.J. (2009). Social-Emotional andCharacter Development and Academics as aDual Focus of Educational Policy. EducationPolicy 23, 831-846.A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 55

Elias, M.J., Wang, M.C., Weissberg, R.P., Zins,J.E., & Walberg, H.J. (2002). The Other Side ofthe Report Card: Student Success Depends onMore than Test Scores. American School BoardJournal 189(11), 28-30.Elias, M.J., Zins, J.E., Weissberg, R.P., Frey,K.S., Greenberg, M.T., Haynes, N.M., Kessler,R., Schwab-Stone, M.E., & Shriver, T.P. (1997).Promoting Social and Emotional Learning:Guidelines for Educators. Alexandria, VA:Association for Supervision and CurriculumDevelopment.Gordon, R., Ji, P., Mulhall, P., Shaw, B., &Weissberg, R.P. (2011). Social and EmotionalLearning for Illinois Students: Policy, Practice,and Progress. In Institute of Government andPublic Affairs, The Illinois Report 2011 (pp.68-83). Chicago: University of Illinois.Graves Jr., S.L. & Howes, C. (2011). EthnicDifferences in Social-Emotional Developmentin Preschool: The Impact of Teacher ChildRelationships and Classroom Quality. SchoolPsychology Quarterly 26(3), 202-214.Greenberg, M.T., Weissberg, R.P., O’Brien,M.U., Zins, J.E., Fredericks, L., Resnik, H.,& Elias, M.J. (2003, June/July). EnhancingSchool-Based Prevention and YouthDevelopment through Coordinated Social,Emotional, and Academic Learning. AmericanPsychologist 58(6/7), 466-474.Gresham, F.M. (2002). Teaching Social Skillsto High-Risk Children and Youth: Preventativeand Remedial Strategies. In M.R. Shinn,H.M. Walker, & G.Stoner (Eds.), Interventionfor Academic and Behavior Problems II:Preventative and Remedial Approaches (pp.403-432). Bethesda, MD: National Associationfor School Psychologists.Gutner, L., Caldarella, P., & Korth, B.B. (2012).Promoting Social and Emotional Learning inPreschool Students: A Study of Strong StartPre-K. Early Childhood Education Journal 40,151-159.Han, S.S. & Weiss, B. (2005). Sustainabilityof Teacher Implementation of School-BasedMental Health Programs. Journal of AbnormalChild Psychology 33(6), 665-679.Hawkins, J.D., Smith, B.H., & Catalano,R.F. (2004). Social Development and Socialand Emotional Learning. In J.E. Zins, R.P.Weissberg, M.C. Wang, & H.J. Walberg (Eds.),Building Academic Success on Social andEmotional Learning: What Does The ResearchSay? (pp. 3-22). New York, NY: TeachersCollege Press.Houghton, T. & Proscio, T. (2001). Hard Workon Soft Skills: Creating a “Culture of Work” inWorkforce Development. Philadelphia: Public/Private Ventures.Illinois State Board of Education.Comprehensive System of Learning Supports.Retrieved March 29, 2013, from http://www.isbe.state.il.us/learningsupports/.56 The Missing PieceIllinois State Board of Education. Introduction:Design for Social and Emotional LearningStandards. Retrieved March 29, 2013, fromhttp://www.isbe.state.il.us/ils/social_emotional/pdf/introduction.pdf.Illinois State Board of Education. Social andEmotional Learning Standards. Retrieved March29, 2013, from http://www.isbe.state.il.us/learningsupports/.Jeynes, W.H. (2012). A Meta-Analysis ofthe Efficacy of Different Types of ParentalInvolvement for Urban Students. UrbanEducation 47(4), 706-742.Jeynes, W.H. (2007). The Relationship BetweenParental Involvement And Urban SecondarySchool Student Academic Achievement: AMeta-Analysis. Urban Education, 42(1), 82-110.Jeynes, W.H. (2005). A Meta-Analysis OfThe Relation Of Parental Involvement ToUrban Elementary School Student AcademicAchievement. Urban Education, 40(3), 237-269.Jones, S.M. & Bouffard, S.M. (2012). SocialPolicy Report: Social and Emotional Learningin schools — From Programs to Strategies.Sharing Child and Youth DevelopmentKnowledge 26(4), 1-33.Kendziora, K., Weissberg, R.P., Ji, P., &Dusenbury, L.A. (2011). Strategies for Socialand Emotional Learning: Preschool andElementary Grade Student Learning Standardsand Assessment. Newton, MA: NationalCenter for Mental Health Promotion and YouthViolence Prevention, Education DevelopmentCenter, Inc.Kidron, Y. & Osher, D. The Social-EmotionalLearning Component of City Year’s WholeSchool, Whole Child Service Model: A Focus onthe Middle Grades. Washington, DC: AmericanInstitutes for Research. Retrieved from http://www.socialimpactexchange.org/sites/www.socialimpactexchange.org/files/Osher%20white%20paper%20SEL%20Middle%20Research_0.pdf.Klem, A.M. & Connell, J.P. (2004).Relationships Matter: Linking Teacher Supportto Student Engagement and Achievement.Journal of School Health 74(7), 262-273.Kramer, T.J., Caldarella, P., Christensen, L., &Shatzer, R.H. (2010). Social and EmotionalLearning in the Kindergarten Classroom:Evaluation of the Strong Start Curriculum. EarlyChildhood Education Journal 37, 303-309.Kress, J.S. & Elias, M.J. (2006). BuildingLearning Communities through Social andEmotional Learning: Navigating the RoughSeas of Implementation. Professional SchoolCounseling 10(1), 102-107.Mart, A., Dusenbury, L., & Weissberg, R.P.(2011) Social, Emotional, and AcademicLearning: Complementary Goals for School-Family Partnerships. In S. Redding, M. Murphy,& P. Sheley (Eds.), Handbook on Family andCommunity Engagement (pp. 37-44). Lincoln,IL: Academic Development Institute.Merrell, K.W., Juskells, M.P., & Oanh, K.T.(2008). Social and Emotional Learning inthe Classroom: Evaluation of Strong Kids andStrong Teens on Students’ Social-EmotionalKnowledge and Symptoms. Journal of AppliedSchool Psychology 24(2), 209-224.Moskowitz, J.M., Schaps, E., & Malvin, J.H.(1982). Process and Outcome Evaluation inPrimary Prevention: The Magic Circle Program.Evaluation Review 6(6), 775-788.Murray, C. & Malmgren, K. (2005, March).Implementing a Teacher-Student RelationshipProgram in High-Poverty Urban School:Effects on Social, Emotional, and AcademicAdjustment and Lessons Learned. Journal ofSchool Psychology 43(2), 137-152.Osher, D., Kendziora, K., & Chinen, M. (2008,March 31). Student Connection Research: FinalNarrative Report to the Spencer Foundation(Grant No. 200700169). Washington, DC:American Institutes for Research.Nation, M., Crusto, C., Wandersman, A.,Kumpfer, K.L., Seybolt, D., Morrissey-Kane, E.,& Davino, K. (2003). What Works in Prevention:Principles of Effective Prevention Practice.American Psychologist 50, 449-456.National Board for Professional TeachingStandards. Promoting Student Learning,Growth, and Achievement. Retrieved fromhttp://www.nbpts.org/promoting-studentlearning-growth-achievement.National Board for Professional TeachingStandards. What Research Says About theImpact of National Board Certification.Retrieved from http://svefoundation.org/svefoundation/files/nbct_research.pdf.National Research Council of the NationalAcademies. (2012). Education for Life andWork: Developing Transferable Knowledge andSkills in the 21st Century. Washington, D.C.:The National Academies Press.National Research Council. (2008). AssessingAccomplished Teaching: Advanced-LevelCertification Programs. Washington D.C.: TheNational Academies Press.Noftle, E.E. & Robbins, R.W. (2007).Personality Predictors of Academic Outcomes:Big Five Correlates of GPA and SAT Scores.Journal of Personality and Social Psychology93(1), 116-130.Osher, D., Kendziora, K., & Chinen, M. (2008).Student Connection Research: Final NarrativeReport to the Spencer Foundation (Grant No.200700169). Washington, D.C.: AmericanInstitutes for Research.Patrikakou, E.N. (2008). The Power of ParentInvolvement: Evidence, Ideas, and Toolsfor Student Success. Lincoln, IL: Center onInnovation and Improvement.Patrikakou, E.N. & Weissberg, R.P. (2007).School-Family Partnerships and Children’sSocial, Emotional, and Academic Learning.

In R. Bar-On, J.G. Maree, & M.J. Elias (Eds.),Educating People to be Emotionally Intelligent(pp. 49–61). Westport, CT: GreenwoodPublishing Group, Inc.Payton, J., Weissberg, R.P., Durlak, J.A.,Dymnicki, A.B., Taylor, R.D., Schellinger, K.B.,& Pachan, M. (2008). The Positive Impact ofSocial and Emotional Learning for Kindergartento Eighth-Grade Students: Findings from ThreeScientific Reviews. Chicago: CASEL.Payton, J.W., Wardlaw, D.M., Graczyk, P.,Bloodworth, M.R., Tompsett, C.J., & Weissberg,R.P. (2000). Social and Emotional Learning:A Framework for Promoting Mental Health andReducing Risk Behavior in Children and Youth.Journal of School Health 70(5), 179-185.Pianta, R.C., Belsky, J., Vandergrift, N., Houts,R., & Morrison, F.J. (2008). Classroom Effectson Children’s Achievement Trajectories inElementary School. American EducationalResearch Journal 45(2), 365-397.Reyes, M.R., Brackett, M.A., Rivers, S.E.,Elbertson, N.A., & Salovey, P. (2012). TheInteraction Effects of Program Training, Dosage,and Implementation Quality on TargetedStudent Outcomes for the RULER Approachto Social and Emotional Learning. SchoolPsychology Review 41(1), 82-99.Schaps, E., Battistich, V., & Solomon, D.(2004). Community in School as Key toStudent Growth: Findings from the ChildDevelopment Project. In J.E. Zins, R.P.Weissberg, M.C. Wang, & H.J. Walberg (Eds.),Building Academic Success on Social andEmotional Learning: What Does The ResearchSay? (pp. 189-204). New York, NY: TeachersCollege Press.Schweinhart, L.J., Monti, J., Xiang, Z., Barnett,W.S., Belfield, C., & Nores, M. (2005). TheHigh/Scope Perry Preschool Study ThroughAge 40: Summary Conclusions, and FrequentlyAsked Questions. Ypsilanti, MI: High/ScopePress.Skald, M., Diekstra, R., De Ritter, M., Ben,J., & Gravesteijn, C. (2012). Effectiveness ofSchool-Based Universal Social, Emotional,and Behavioral Programs: Do They EnhanceStudents’ Development in the Area of Skill,Behavior, and Adjustment? Psychology inSchools 49(9), 892-907.Sparks, S.D. (2013, January 10). Students’Social, Emotional Needs Entwined withLearning, Security. Education Week — QualityCounts 32(16), 16-18.Vandevoort, L.G., Amrein-Beardslety, A., &Berliner, D.C. (2004). Students of NationalBoard Certified Teachers Outperform Permson National Test. Education Policy AnalysisArchives 12(46).Weare, K. & Nind, M. (2011). Mental HealthPromotion and Problem Prevention in Schools:What Does the Evidence Say? Health PromotionInternational 26(S1), i29-i69.Weissberg, R.P. (2013, January 7). Letter toVice-President Joe Biden. Chicago, IL: CASEL.Whitcomb, S.A. & Merrell, K.W. (2012).Understanding Implementation andEffectiveness of Strong Start K-2 on Social-Emotional Behavior. Early Childhood EducationJournal 40, 63-71.Yates, T., Ostrosky, M.M., Chetaham, G.A.,Fettig, A., LaShorage, S., & Santos, R.M.(2008). Research Synthesis on Screeningand Assessing Social-Emotional Competence.Nashville: The Center on the Social andEmotional Foundations for Early Learning.Zins, J.E. & Elias, M.J. (2006). Social AndEmotional Learning. In G.G. Bear & K.M.Minke (Eds.), Children’s Needs III (pp. 1–14).Bethesda, MD: National Association of SchoolPsychologists.Zins, J.E., Bloodworth, M.R., Weissberg,R.P., & Walberg, H.J. The Scientific BaseLinking Social and Emotional Learning toSchool Success. In J.E. Zins, R.P. Weissberg,M.C. Wang, & H.J. Walberg (Eds.), BuildingAcademic Success on Social and EmotionalLearning: What Does The Research Say? (pp.3-22). New York, NY: Teachers College Press.Zins, J.E., Weissberg, R.P., Wang, M.C. &Walberg. H.J. (2004). Building AcademicSuccess on Social and Emotional Learning:What Does the Research Say? New York, NY:Teachers College Press.Zubrzycki, J. (2013, January 10). BuildingToward a Positive Climate. Education Week —Quality Counts 32(16), 32-37.A National Teacher Survey on How Social and Emotional Learning Can Empower Children and Transform Schools 57

CIVICENTERPRISESwww.civicenterprises.net www.hartresearch.com www.casel.org