Presentation on theme: "Promoting Student Social, Emotional, and Academic Learning"— Presentation transcript:
1Promoting Student Social, Emotional, and Academic Learning Roger P. WeissbergCollaborative for Academic, Social, and Emotional Learning (CASEL)University of Illinois at Chicago
2Objectives of Today’s Presentation Describe social and emotional learning (SEL).Highlight SEL research advances.Spotlight advances in policy and practice.2
3Reflection QuestionIf you could pick one quality or skill that all young people would possess by the time they graduate from high school, what would it be?Turn to a neighborand explain.
4Essential Questions Each Community Must Answer What do we want our children to be, to know, and to be able to do when they graduate?How can the entire community be organized to ensure that all students reach the stated goals?
5A Vision for Schoolwide SEL Educators, students, families, and community members work together to support the healthy development of all students.All students are engaged and active learners who are self-aware, caring, respectful, connected to others, responsible decision makers, and academic achievers.Students are contributing in positive ways to their school and community.5
6Risky Youth Behaviors and Attitudes: Prevalence for High School Students Issues:Physical fight 1 or more times (12 months): 31%Carried a weapon (30 days): 17%Bullied at school (past 6 months): 28%5 or more drinks in a couple of hours (30 days): 24%Seriously considered attempting suicide: 14%Sexual intercourse with > 3 people: 14%Chronically disengaged from school: %
7Social and Emotional Skills and Attitudes: Prevalence for 6th to 12th graders Assets:How people you know well would rate you on:Thinking through the results of your choices, % planning aheadCaring about others’ feelings, feeling sad when % a friend is unhappy, being good at making and keeping friendsRespecting the values/beliefs of people of different % races/culturesMy school provides a caring, encouraging environment 29%
8What’s Needed How do we move from here... Fragmented efforts Piecemeal implementationNo common languageCoordination of:Among categorical programsBetween instructional programs and mental health servicesBetween school and family/community interventionsBetween classroom and after-schoolCommon language that bridges programs with similar goals and addresses common risk and protective factorsCoordination problems:Need for a common language across categorical programsConsistent messages to students across programsCohesion between lessons—do they reinforce each other88
9SEL as a Coordinating Framework ...to a better place for kidsBuilt on student strengthsAcademic and life successCoordinated effortsSystemic integrationSE competencies are the “mechanism of action” that leads to effective prevention programs.SE competencies can be the lens to assess and coordinate all the school’s activities focused on prevention, positive youth development, health.It also means coordinating all the various prevention programs a school may already be offering. SEL can be a lens for evaluating and deciding about these various programs to eliminate duplication and more effectively provide universal programming for all students and enhance outcomes.SEL as a coordinating framework is a lens to focus on students’ social and emotional development (SED); a way to examine everything that is going on in a school; it provides a framework to coordinate across programs, reduce duplication, improve outcomes, etc.promotion, etc.99
10Collaborative for Academic, Social, and Emotional Learning (CASEL) CASEL was founded in 1994 as a national collaborative to make social and emotional learning (SEL) an essential part of every child’s education by:Advancing the science of SELExpanding effective SEL practiceImproving federal and state policiesCASEL serves as strategist, collaborator, convener, and supporter for the SEL communityUniversal prevention for all studentsDistrict policies – August 31, 2004ISBE plan and standards December 31, 20072 big implications for schools:Regards SEL as integral to the mission of schoolsTake action to support student’s SEDIllinois is the first state to mandate SEL learning standards10
12A Simplified Framework for Enhancing Student Success in School and Life Improve Climate & Learning EnvironmentTeach & Model Specific SE Skills+=Positive Results for ChildrenSource: SEL and Academics: Research Brief, Collaborative for Academic, Social and Emotional Learning, 2007.12
13SEL Conceptual Framework for Academic, Social, and Emotional Competence Coordinated School, Family, and Community ProgrammingSocial, Emotional, and Academic LearningAcademically SuccessfulHealthyEngaged CitizensGood Social Relationships13
14What is Social and Emotional Learning? SEL is a process of acquiring knowledge and skillsrelated to five core competencies:Recognize one’s emotions, values, strengths, and limitationsManage emotions and behaviors to achieve one’s goalsSelf-awarenessMake ethical, constructive choices about personal and social behaviorResponsible decision makingSelf-managementSELSocial awarenessRelationshipskillsShow understanding and empathy for othersForm positive relationships, work in teams, deal effectively with conflict
15A Caring, Connected, Responsible, Contributing Problem Solver STOP, CALM DOWN, & THINK before you actSay the PROBLEM and how you FEELSet a POSITIVE GOALTHINK of lots of SOLUTIONSTHINK ahead to the CONSEQUENCESGO ahead and TRY the BEST PLANSTOPTHINKGO
19Coordinated School, Family, and Community Programming Meta-analysis: SEL Promotes Success in School Durlak, Weissberg, Dymnicki, Taylor, & Schellinger (2011)Coordinated School, Family, and Community ProgrammingPositive Social BehaviorSELSE Skill AcquisitionLearning EnvironmentFewer Conduct ProblemsImproved AttitudesLess Emotional DistressSE Skills InstructionAcademic Success
20Does SEL programming positively affect students? Social-emotional skillsAttitudesPositive social behaviorConduct problemsEmotional distressAcademic performanceOutcomesPercentile Imp & (ES)22 (.57)9 (.23)9 (.24)9 (.22)10 (.24)11 (.27)Social and Emotional Learning: Ready! December 9, 2009
21SEL Improves Academic Outcomes AttitudesMotivation, commitmentBehaviorsParticipation, study habitsPerformanceGrades, subject masterySource: Zins, Weissberg, Wang, & Walberg (2004). Building Academic Success on Social and Emotional Learning (SEL): What Does the Research Say?
22Longitudinal Findings from the Seattle Social Development Project at Age 21 (Hawkins et al.) More high school graduatesMore attending collegeMore employedBetter emotional and mental healthFewer with a criminal recordLess drug sellingLess co-morbid diagnosis of substance abuse and mental disorderCost-benefit: $3.14/student for $1.00 invested22
23Are SEL programs conducted by existing school staff effective? TeacherResearcherSocial-emotional skillAttitudesPositive social behaviorConduct problemsEmotional distressAcademic performance
24Does the quality of implementation affect student outcomes? Implementation Problems?NoYesSocial-emotional skillsAttitudesPositive social behaviorConduct problemsEmotional distressAcademic performance
25How Do We Develop Students’ Social and Emotional Skills? Sequenced, Active, Focused, Explicit (SAFE) programmingAdults and students model SEL skills and discuss relevant situations (teachable moments)Developmentally/culturally competent instruction and community-building activitiesStudents have opportunities to contribute to their class, school, and community25
26Effects of SEL Participation on Teachers: Self-reported Survey Responses
27Principals’ Responses: Personal Transformation The training I received from SEL has brought a focus and a reflection to my leadership skills. It has taught me to recognize the relationship between my feelings and my job performance as a school leader.I am definitely more in touch with my values as an educator as a result of working with SEL at my school. I realize that it is not just about academics; rather we are responsible for nurturing the entire child and SEL assists us in doing that.
28Implications for Practice & Policy SEL worksMultiple positive outcomes including academic achievementAcross grade levels and contextsSEL is doableGood results from programs run by existing school staffSEL needs supportImplementation mattersSupported by federal and state policies, leadership, and professional development
29Effectiveness of School-based Social and Emotional Education Programs Worldwide Diekstra, 2008 (p. 261)Failure or refusal to adopt and appropriately support the implementation of SEL/SFL programmes is equal to depriving children and youngsters of crucial and scientifically substantiated opportunities for their personal, social and academic development.This would be a flagrant violation of the United Nations Convention of Children’s Rights.
30Three IL Social & Emotional Learning Goals SEL Goal 31Develop self-awareness and self-management skills to achieve school and life success.SEL Goal 32Use social-awareness and interpersonal skills to establish and maintain positive relationships.SEL Goal 33Demonstrate decision-making skills and responsible behaviors in personal, school, and community contexts.SelfOtherDecision-making30
31Sustainable Schoolwide SEL: Implementation Guide and Toolkit Social and EmotionalLearning (SEL)Collaborative for Academic,Social, and Emotional LearningElizabeth DevaneyMary Utne O’BrienHank ResnikSusan KeisterRoger P. WeissbergIMPLEMENTATION GUIDE AND TOOLKITReadiness phasePlanning phaseImplementation phaseSustainability factors
32The CASEL Rubric: Implementation Steps Readiness StagePrincipal is committed to implementing SEL in the school.Principal engages key stakeholders and creates SEL steering committee.Planning StageDevelop a shared vision of SEL.Conduct a schoolwide needs and resource assessment.Develop an action plan.Select an evidence-based program.Implementation StageConduct initial professional development activities.Launch SEL instruction in classrooms.Expand classroom-based SEL programming and integrate SEL schoolwide.Revisit implementation activities and adjust for continuous improvement.
33Safe and Sound: An Educator’s Guide to Evidence-based SEL Programs 33
35What Does Schoolwide SEL Look Like? Parent/teacher conferencesPlaygroundHallwaysFront OfficeTeacher’s LoungeBusSEL SchoolLunchroomStudent SupportClassroomsAfterschool/ExtracurricularsBathrooms
36A Coordinated District-wide Model for Academic, Social, and Emotional Learning Planned, systematic classroom-based SEL instruction and a supportive school climateCoordinated mental health and health services that reinforce SEL instructionSchool-Family-Community partnerships to enhance social, emotional, and academic competenceAfter-school and community activities that are coordinated with SEL efforts
37Strategies for Coordinated District-wide SEL Promotion Implement evidence-based SEL curriculaTeach, model, and reinforce skills throughout the dayCreate opportunities to practice SE skills in a variety of settings/situationsInfuse SEL concepts and skill-building into core academicsCoordinate with student support services, extracurricular activities, out-of-school programsInvolve families and the communityOngoing evaluation and improvementLeadership, policies, and professional development
38Why Implement SEL in Schools? Relationships provide a foundation for learningEmotions affect how and what we learnRelevant skills can be taughtPositive effects on academic performance, health, relationships, and citizenshipDemanded by employersEssential for lifelong successA coordinating framework to overcome fragmentation of prevention and youth-development programs
39Take-Home Message & Question We can not always build the future for our youth, but we can build the youth for our future.- Franklin D. RooseveltWhat can we do next to improve the lives of millions of school children?- Roger P. Weissberg39
40www.CASEL.org CASEL Resources Website sections on SEL and academics, FAQs, programs and contact info, sample downloadable ppts., and much moreSustainable Schoolwide Social and Emotional Learning (SEL): Implementation Guide and ToolkitSafe and SoundSocial and Emotional Learning and Academic Success: What Does the Research Say?