Academy for Social-Emotional Learning in Schools


Educators Are Using Edtech to Facilitate SEL. Here’s How They Gauge Student Success.

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Summary:  This article addresses how tech tools can be used to promote SEL and how to determine which goals those tech tools can address.  The article shares results of a teacher poll and also provides some examples where teachers from around the country share best practices.

Source:  Rachel Burstein, EdSurge, October 22, 2020

CASEL Releases New Definition of SEL: What You Need to Know

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Summary:  This article presents an overview of the changes that CASEL has made to their definition of SEL as well as changes to the CASEL “Wheel”.   The author looks at and explains the changes to the definition and how the wheel now represents a better view of how classrooms, schools, families and caregivers, and communities support social-emotional learning for both adults and students.

Source:  Nick Woolf, Panorama Education, October 19, 2020


In Schools, Are We Measuring What Matters?

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Summary:  In this article, Stephen Merrill interviews Angela Duckworth, author of the best-selling book “Grit”.  In this interview, Duckworth talks about the way student capabilities are measured and how standardized testing can miss the mark by focusing too narrowly on academics without looking at other skills that may be just as important,

Source:  Stephen Merrill, Edutopia, October 16, 2020

The Secret to Improving Students’ Social-Emotional Skills? Start With the Adults

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Summary:  This article points about the importance of making sure that the adults in a school are attending to their own mental health and social-emotional competencies so that they are better able to teach and model these skills for their students.  The article presents results from a report from the RAND Corporation and the Wallace Foundation supporting the need for sustained professional development for teachers in SEL.

Source:  Arianna Prothero, Education Week, October 23, 2o20

The Three Imperatives of Teaching During the Pandemic: An Ethicist Weighs In

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Summary:  The premise of this article is to “keep students front and center” during the pandemic.  The author suggest three imperatives in order to make this happen. These include putting student health and safety first, teaching critical thinking, and teaching ethical leadership.

Source:  Ann Gregg Skeet, Education Week, October 25, 2020

School Districts’ Most Pressing Social-Emotional Learning Needs

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Summary:  This Ed Week Market Brief presents the results of a national survey of 700 educational leaders as what they feel are the most important SEL needs during the pandemic.  The most pressing need was how to how create or maintain an positive learning environment while social distancing is in place.  Other concerns were student and teacher safety, student engagement during remote learning, and mental health.

Source:  Sean Cavanaugh, Ed Week, October 26, 2020


Navigating Social and Emotional Learning from the Inside Out

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Summary:  This report looks at 25 top SEL programs to identify and summarize key features and attributes of programming for elementary-age children, addressing the need for detailed information about SEL curricula and implementation to help schools and OST providers make informed decisions.

Source:  Stephanie Jones et al, Harvard Graduate School of Education, May 2, 2017

4 Powerful Ways to Engage Students This School Year

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Summary:  This article focuses on the teacher as the main resource in building student engagement.  The authors suggest ways to build student engagement amid the pandemic crisis.  These include: be funny smile and laugh; create experiences, not activities; be visibly invisible (it’s about them); and treat every lesson as if you only get one chance.

Source:  Dr. Nathan lang Raad and Herbie Raad, Education Week, October 11, 2020

The Essential Traits of a Positive School Climate

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Summary:  This article, aimed at school principals, names four essential characteristics of a positive school climate.  These are strong relationships, academic expectations coupled with strong supports, consistent expectations for behavior, and collection of feedback and adjustments.  

Source:  Arianna Prothero, Education Week, October 13, 2020


How Teachers Can Encourage Moral Behavior

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Summary:  This article talks about the importance of understanding the dangers of moral disengagement and how it leads to negative perceptions and bullying behaviors.  Educators need to understand how transgressors use moral disengagement to “disengage their moral self-sanctions from their detrimental conduct.”

Source:  Albert Bandura, Ed Week, October 14, 2020