Academy for Social-Emotional Learning in Schools

Resources

Anti-Racist Teaching: What Educators Really Think

  • Program Resources

Summary:  This article presents the results of a Ed Week poll asking educators what they think about efforts to address the equity gaps in schools.  Analysis of the results looks at perceptions before the Black Lives Matter protests in the spring and perceptions as the new school year began in August.  The report also looks at perceptions of white educators as compared to black educators as to the success of teaching equity as well as other topics related to educational equity.

Source:  The Ed Week Research Center, September 25, 2020

CASEL: A (Re)introduction to Social and Emotional Learning: CASEL’s Definition and Framework

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Summary:  On Friday, October 9, CASEL held a webinar introducing some changes to their framework describing their five competencies for Social-Emotional Learning (SEL).  In essence, the new framework addresses both Families and Caregivers and Community as areas of importance for developing partnerships and encouraging the use of community resources as learning opportunities.  The new framework is available on the CASEL website.

Source:  Karen Niemi, Robert Jagers, and Melissa Schlinger, CASEL, October 9, 2020

Applying an Equity Lens to Social, Emotional, and Academic Development

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Summary:  This is a research brief from Penn State University and the Robert Wood Johnson Foundation which looks at the importance of addressing the barrier of equity when helping youth develop social, emotional, and academic competencies.  The article explores barriers and opportunities associated with making sure that all students receive the benefits of social-emotional learning.

Source: Simmons, D. N., Brackett, M. A., & Adler, N. (2018) “Applying an Equity Lens to Social, Emotional, and Academic Development,” Edna Bennett Pierce Prevention Research Center, Pennsylvania State University.

In Preschools, Sharing and Playtime Look Different Now

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Summary:  The COVID-19 Pandemic has caused schools to reimagine some of the most important practices in order to maintain student health and social-distancing.  This article addresses how pre-schools can get creative to provide students with opportunities for playtime and sharing.

Source:  Chelsea Sheasley, Edutopia, September 4, 2020

Getting Started With Integrating SEL Into Lessons

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Summary:  This article makes the case for infusing SEL into lessons – whether they are delivered in-person or remotely.  SEL can help to mitigate the stress and anxiety that has come with the pandemic and other current struggles in our society.  This article also makes the point about the importance of SEL and equity as well as considering emotions in promoting student well-being.

Source:  Jorge Valenzuela, Edutopia, September 21, 2020

How to Thwart ‘Zoombombing’ in the Remote Classroom: 10 Tips

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Summary: This article suggests ways to prevent “Zoombombing” in virtual learning situations.  This has been a problem in some districts where the links to a Zoom virtual classroom have been shared or otherwise been made public.  There are safeguards that can be put in place to protect the security of the Zoom classroom and these should be used in virtual learning.

Source:  Allison Klein, Education Week, September 22, 2020

6 Exercises for Teaching SEL This School Year

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Summary:  This article provides access to a guide which provides “bite-sized” SEL lessons that can be used at school or at home.  These mini-lessons were developed by the EASEL Lab at Harvard University.

Source:  Ed Week, September 2, 2020

Educators Find Strategies Fostering SEL, Play for Youngest Students as Coronavirus Continues

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Summary:  This article talks about how pre-school students can be encouraged to build SEL skills through playtime and sharing even with the restrictions caused by the pandemic.  Suggestions are made about encouraging play and SEL activities for both in-person and online learning.  

Source:  Lauren Barack, Education DIVE, September 16, 2020

It’s Time to Rethink How Schools Use Data to Implement Social and Emotional Learning

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Summary:  This article presents CASEL’s viewpoint on the importance of the use of data when implementing SEL.  Ally Skoog-Hoffman, a research director at CASEL, presents several case studies where school districts have used data to improve and guide their work on SEL.

Source:  Ally-Skoog-Hoffman, Education DIVE, September 15, 2020

How Education Research Aims to Tackle Racism

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Summary:  This article reports on three upcoming studies focusing on the issue of systemic racism in American education.  The three journals will cover different aspects of this issue including outcomes, attitudes, and environments and how students can learn to resist systemic racism.

Source:  Matt Zalaznick, District Administration, September 18, 2020