October 2003

As part of our school wide interventions, we are looking for programs that will help develop social and emotional skills. What research is available that will help us plan these programs?

Social and Emotional Learning

In social and emotional learning programs, students develop skills to recognize and manage their emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. Social and emotional learning builds the foundation for accepting responsibility; managing emotions; appreciating diversity; preventing violence, substance abuse, and related problems; and succeeding academically (Zins, Weissberg, Wang, & Walberg, in press).

Research indicates that students learn in many different ways and that their learning is influenced by social and emotional factors (Wang, Haertel, & Walberg, 1997). An anxious, afraid, or alienated student has a diminished learning capacity. Conversely, students who are good communicators, decision makers, and problem solvers are more likely to feel a positive attachment to school and to experience success in both school and life (Pittman, Irby, Tolman, Yohalem, & Ferber, 2001).

Framework for Implementing an Effective Program

School planning committees that are considering current or future programming to develop a caring community should examine the following criteria (Collaborative for Academic, Social, and Emotional Learning, 2002). An effective program

. Is grounded in theory and research. It is based on sound theories of child development that demonstrate, through scientific research, beneficial effects on students' attitudes and behavior.

. Teaches students to apply social and emotional learning skills and ethical values in daily life. Through systematic instruction and real-world application, students learn to recognize and manage their emotions, appreciate the perspectives of others, establish positive goals, make responsible decisions, and handle interpersonal situations effectively. They also display responsible and respectful attitudes and behaviors about self, others, work, health, and citizenship.

. Builds connections between students and their school. An effective program uses diverse teaching methods to engage students in creating a classroom atmosphere in which caring, responsibility, and a commitment to learning thrive. It includes strategies to nurture students' sense of emotional security and safety and to strengthen relationships among students, school personnel, and families.

. Provides developmentally and culturally appropriate instruction. It offers developmentally appropriate classroom instruction, including clearly specified learning objectives for each grade level from preschool through high school. It also emphasizes cultural sensitivity and respect for diversity.

. Helps schools coordinate and unify programs. It offers schools a coherent framework to promote the positive social, emotional, and academic growth of all students. It coordinates school programs that address positive youth development, problem prevention, health, character, service learning, and citizenship.

. Enhances school performance by addressing the affective and social dimensions of academic learning. The program teaches students social and emotional competencies that encourage them to participate in class, interact positively with their teachers, and develop good study habits. It introduces approaches to problem solving and cooperative learning that motivate students to succeed academically.

. Involves families and communities as partners. School staff, peers, parents, and community members apply and model social and emotional learning skills and attitudes at school, at home, and in the community.

. Establishes successful organizational supports and policies. The program addresses factors that determine long-term success, including leadership; active participation in program planning; adequate time and resources; and alignment with school, district, and state policies.

. Provides high-quality staff development and support. Professional development for all school personnel includes basic theoretical knowledge, modeling and practicing effective teaching methods, regular coaching, and constructive feedback from colleagues.

. Incorporates continuous evaluation and improvement. A data-gathering component assesses progress, ensures accountability, and shapes program improvement.

Note: This information is an excerpt from the article "Evaluating Social and Emotional Learning Programs" by Roger P. Weissberg, Hank Resnik, John Payton, and Mary Utne O'Brien in Vol. 60, Issue 6 , March 2003 of Educational Leadership.

References

Collaborative for Academic, Social, and Emotional Learning. (2002). Safe and sound: An educational leader's guide to evidence-based social and emotional learning programs. Chicago: Author.

 

Pittman, K. J., Irby, M., Tolman, J., Yohalem, N., & Ferber, T. (2001). Preventing problems, promoting development, encouraging engagement: Competing priorities or inseparable goals? Retrieved October 13, 2003, from www.forumforyouthinvestment.org/preventproblems.pdf

 

Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Learning influences. In H. J. Walberg & G. D. Haertel (Eds.), Psychology and educational practice (pp. 199-211). Berkeley, CA: McCutchan.

 

Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (in press). Building school success on social and emotional learning. New York: Teachers College Press.

Next month, we will examine some examples of exemplary social and emotional learning programs.