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Resilience and Social and Emotional Resources and Articles

Is Social-Emotional Learning a Luxury?

By Vicki Zakrzewski

“Why SEL is a necessity for children of every background.

We hear from many teachers in low-income schools that social-emotional learning (SEL) is considered an “add-on”—something that can happen after students have proven their academic merit. If that’s the case, does that mean social-emotional learning is a luxury only for wealthy children, whose schools perform better academically and can afford to invest time and money in SEL programs?” More here


Building Social and Emotional Skills in Elementary Students: Inner Meanie and Inner Friend

By Randy Taran Filmmaker, Project Happiness

“In this nine-part series, we will look at important factors that influence the happiness and social and emotional learning of elementary school age children. These are very useful in helping students learn, manage emotions better and increase empathy. Each blog features one letter of the acronym HAPPINESS:

  1. H = Happiness
  2. A = Appreciation
  3. P = Passions and Strengths
  4. P = Perspective
  5. I = Inner Meanie/Inner Friend
  6. N = Ninja Mastery
  7. E = Empathy
  8. S = So Similar
  9. S = Share Your Gifts”

More here


Social Emotional Learning Core Competencies

By Jason Flom

“The reviews indicate that SEL programs:

  • Are effective in both school and after-school settings and for students with and without behavioral and emotional problems.
  • Are effective for racially and ethnically diverse students from urban, rural, and suburban settings across the K-12 grade range.
  • Improve students’ social-emotional skills, attitudes about self and others, connection to school, and positive social behavior; and reduce conduct problems and emotional distress.
  • Improve students’ achievement test scores by 11 percentile points.”

More here


Policy Brief – Connecting Neurons, Concepts, and People: Brain Development and its Implications

By Ross A. Thompson
NIEER Policy Brief (Issue 17)

“This policy brief summarizes what is known about early brain development and corrects some of the common misunderstandings of the research.  Over the last decade, news reports, policy statements, and commercial marketing have all contributed to the public’s understanding of early brain growth. While the most significant advances in brain architecture occur prenatally, brain development is life-long. This NIEER policy brief summarizes what is known about early neurobiological development.”

More here 


Ready for Success: Creating Collaborative and Thoughtful Transitions into Kindergarten (Resources and Research from Harvard Family Research Project)

By Christine Patton and Justina Wang

“Change frequently involves challenges, and the transition each year for more than 3.5 million young learners from preschool or other early learning settings into kindergarten is no exception. Very much a rite of passage evoking a range of emotions from anxiety to excitement, this event represents a significant milestone in the lives of both children and their families, who all face numerous adjustments as they navigate the new learning terrain. Given that early social performance and academic achievement are predictors of later school success, it is imperative that children get off to a good start in kindergarten.”

More here



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