Skip to main content
SpringerLink
Log in

School-Based Social and Emotional Learning (SEL) Programming: Current Perspectives

  • Chapter
  • First Online:
Second International Handbook of Educational Change

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 23))

Abstract

In 1994, the Fetzer Institute hosted a conference to address concerns about the various, disjointed school-based efforts that had surfaced over the years. In attendance were a range of researchers, educators, and advocates with diverse interests related to meeting the developmental, psychological, educational, and general health needs of children. These issues were discussed, and the term social and emotional learning (SEL) was introduced. SEL described a framework for providing opportunities for young people to acquire the skills necessary for attaining and maintaining personal well-being and positive relationships across the lifespan. Out of this 1994 meeting, the Collaborative for Academic, Social, and Emotional Learning (CASEL) was formed with the goal of “establishing high-quality, evidence-based SEL as an essential part of preschool through high school education” (Elias et al., 1997; Greenberg et al., 2003; Kress & Elias, 2006).

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 789.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 999.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 999.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Baker, J. A. (1999). Teacher-student interaction in urban at-risk classrooms: Differential behavior, relationship quality, and student satisfaction with school. Elementary School Journal, 100, 57–70.

    Article  Google Scholar 

  • Battistich, V. (2001). Effects of an elementary school intervention on students’ “connectedness” to school and social adjustment during middle school. In J. Brown, Reslilience education: Theoretical, interactive and empirical applications. Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans, LA.

    Google Scholar 

  • Battistich, V., Watson, M., Solomon, D., Schaps, E., & Solomon, J. (1991). The Child Development Project: A comprehensive program for the development of prosocial character. In W. M. Kurtines, & J. L. Gewirtz (Eds.), Handbook of moral behavior and development (Vol. 3). New York: Erlbaum.

    Google Scholar 

  • Bencivenga, A. S., & Elias, M. J. (2003). Leading Schools of excellence in academics, character, and social - emotional development. NASSP Bulletin, 87, 60–72.

    Google Scholar 

  • Blum, R., & Rinehart, P. M. (2004). School connectedness: What we know that makes a difference in students’ lives. Atlanta, GA: Center for Disease Control and Prevention (CDC), National Center for Chronic Disease Prevention and Health Promotion, Division of Adolescent and School Health & University of Minnesota, Division of General Pediatrics and Adolescent Health.

    Google Scholar 

  • Brackett, M. A., Kremenitzer, J. P., Maurer, M., Carpenter, M. D., Rivers, S. E., & Katulak, N. A. (2008). Emotional literacy in the classroom: Upper elementary. Port Chester, NY: National Professional Resources, Inc.

    Google Scholar 

  • Brackett, M. A., Rivers, S. E. (2008). What is emotional literacy? In M. A. Brackett, J. P. Kremenitzer, M. Maurer, M. D. Carpenter, S. E. Rivers, & N. A. Katulak (Eds.), Emotional literacy in the classroom: Upper elementary. Port Chester, NY: National Professional Resources, Inc.

    Google Scholar 

  • Brackett, M. A., Rivers, S. E., & Salovey, P. (2007). Enhancing academic performance and social and emotional competence with emotional literacy training. Manuscript submitted for publication. New Haven, CT: Yale University.

    Google Scholar 

  • Brendtro, L., Brokenleg, M., & Van Bockern, S. (1990). Reclaiming youth at risk: Our hope for the future. Bloomington, IN: National Educational Service.

    Google Scholar 

  • Bryk, A., & Schneider, B. (2002). Trust in schools: A core resource for improvement. New York: Russell Sage.

    Google Scholar 

  • Catalano, R. F., Berglund, M. L., Ryan, J. A. M., Lonczak, H. S., & Hawkins, J. D. (2002). Positive youth development in the United States: Research findings on evaluations of positive youth development programs. Prevention And Treatment, 5 (15). Retrieved September 8, 2003, from http://journals.apa.org/prevention/volume5/pre0050015a.html

  • Christenson, S. L., & Havsy, L. H. (2004). Family-school-peer relationships: Significance for social, emotional, and academic learning. In J. E. Zins, R. P. Weissberg, M. C. Wang, & H. J. Walberg (Eds.), Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

    Google Scholar 

  • Collaborative for Academic, Social, and Emotional Learning (CASEL). (2003). Safe and sound: An educational leader’s guide to evidence based social and emotional learning (SEL) programs. Chicago, IL: CASEL.

    Google Scholar 

  • Cowen, E. L. (1997). Schools and the enhancement of psychological wellness: Some opportunities and some limiting factors. In T. P. Gullotta, R. P.Weissberg, R. L. Hampton, B. A. Ryan, & G. R. Adams (Eds.), Healthy children 2010: Establishing preventive services (pp. 97–123). Thousand Oaks, CA: Sage Publications.

    Google Scholar 

  • Devaney, E., O’Brien, M. U., Resnik, H., Keister, S., & Weissberg, R. P. (2006). Sustainable Schoolwide Social and Emotional Learning (SEL). Chicago, IL: CASEL.

    Google Scholar 

  • Domitrovich, C. E., & Greenberg, M. T. (2000). The study of implementation: Current findings from effective programs that prevent mental disorders in school-aged children. Journal of Education and Psychological Consultation, 11(2), 193–221.

    Article  Google Scholar 

  • Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (in press). The impact of enhancing students social and emotional learning: A meta-analysis of school-based universal interventions. Child Development.

    Google Scholar 

  • Durlak, J. A., & Wells, A. M. (1997). Primary prevention mental health programs for children and adolescents: A meta-analytic review. American Journal of Community Psychology, 25, 115–152.

    Article  Google Scholar 

  • Elias, M. J., Bruene-Butler, L., Blum, L., & Schuyler, T. (2000). Voices from the field: Identifying and overcoming roadblocks to carrying out programs in social and emotional learning/emotional intelligence. Journal of Educational and Psychological Consultation, 11, 253–272.

    Article  Google Scholar 

  • Elias, M. J., & Kamarinos Galiotos, P. (2004). Sustaining social-emotional learning programs: A study of the developmental course of model/flagship SEL sites. Unpublished manuscript, Rutgers University.

    Google Scholar 

  • Elias, M. J., Parker, S. J., Kash, V. M., Weissberg, R. P., & O’Brien, M. U. (2008). Social and emotional learning, moral education, and character education. In L. Nucci & D. Narvaez (Eds.), Handbook of moral education. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Elias, M. J., Weissberg, R. P., & Patrikakou, E. N. (2007). A competence-based framework for parent-school-community partnerships in secondary schools. School Psychology International, 58, 540–554.

    Article  Google Scholar 

  • Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., et al. (1997). Promoting social and emotional learning: Guidelines for educators. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13, 1–22.

    Article  Google Scholar 

  • Fredericks, L. (2003). Making the case for social and emotional learning and service-learning. Denver, CO: Education Commission of the States.

    Google Scholar 

  • Gorman-Smith, D., Tolan, P. H., & Henry, D. B. (1999). The relations of community and family to risk among urban-poor adolescents. In P. Cohen & C. Slomkowski (Eds.), Historical and geographical influences on psychopathology (pp. 349–368). Mahway, NJ: Erlbaum.

    Google Scholar 

  • Gottfredson, D. C., & Wilson, D. B. (2003). Characteristics of effective school-based substance abuse prevention. Prevention Science, 4, 27–38.

    Article  Google Scholar 

  • Gottfredson, G. D., & Gottfredson, D. C. (2001). What schools do to prevent problem behavior and promote safe environments. Journal of Educational and Psychological Consultation, 12, 313–344.

    Article  Google Scholar 

  • Graczyk, P. A., Weissberg, R. P., Payton, J. W., Elias, M. J., Greenberg, M. T., & Zins, J. E. (2000). Criteria for evaluating the quality of school-based social and emotional learning programs. In R. Bar-On & J. D. Parke (Eds.), The handbook of emotional intelligence: Theory, development, assessment, and application at home, school and in the workplace. San Francisco, CA: Jossey-Bass.

    Google Scholar 

  • Greenberg, M. T., Domitrovich, C. E., Graczyk, P. A., & Zins, J. E. (2005). The study of implementation in school-based preventive interventions: Theory, research, and practice (Vol. 3). Rockville, MD: Center for Mental Health Services, Substance Abuse and Mental Health Services Administration.

    Google Scholar 

  • Greenberg, M. T., Kusche, C. A., & Mihalic, S. F. (1998). Promoting alternative thinking strategies (PATHS). Boulder, CO: Center for the Study and Prevention of Violence, University of Colorado.

    Google Scholar 

  • Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474.

    Article  Google Scholar 

  • Hawkins, J. D. (1997). Academic performance and school success: Sources and consequences. In R. P. Weissburg, T. P. Gullotta, R. L. Hampton, B. A. Ryan, & G. R. Adams (Eds.), Enhancing children’s wellness. Thousand Oaks, CA: Sage.

    Google Scholar 

  • Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. Washington, DC: National Committee for Citizens in Education.

    Google Scholar 

  • Izard, C. E. (2002). Translating emotion theory and research into preventative interventions. Psychological Bulletin, 128, 796–824.

    Article  Google Scholar 

  • Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35, 202–218.

    Article  Google Scholar 

  • Kallestad, J. H., & Olweus, D. (2003). Predicting teachers’ and schools’ implementation of the Olweus Bullying Prevention Program: A multilevel study. Prevention and Treatment, 6(21). Available from http://journals.apa.org/prevention/volume6/pre0060021a.html

  • Kam, C., Greenburg, M. T., & Walls, C. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science, 4(1), 55–63.

    Article  Google Scholar 

  • Kress, J. S., & Elias, M. J. (2006). School-based social and emotional learning programs. In K. A. Renninger & I. E. Sigel (Eds.), Handbook of child psychology (Vol. 4, 6th ed., pp. 592–618). New York: Wiley.

    Google Scholar 

  • Kusché, C. A., & Greenberg, M. T. (2006). Brain development and social-emotional learning: An introduction for educators. In M. J. Elias & H. Arnold (Eds.), The educator’s guide to emotional intelligence and academic achievement. Thousand Oaks, CA: Corwin Press.

    Google Scholar 

  • Lambert, L. (2003). Leadership capacity for lasting school improvement. Alexandria, VA: Association for Supervision and Curriculum Development.

    Google Scholar 

  • Lazarus, R. (1991). Cognition and motivation in emotion. American Psychologist, 46, 352–367.

    Article  Google Scholar 

  • Leithwood, K., & Riehl, C. (2003). What we know about successful school leadership. Philadelphia, PA: Laboratory for Student Success, Temple University.

    Google Scholar 

  • Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–34). New York: Basic Books.

    Google Scholar 

  • Milgram, N., & Toubiana, Y. (1999). Academic anxiety, academic procrastination, and parental involvement in students and their parents. The British Journal of Educational Psychology, 69, 345–361.

    Article  Google Scholar 

  • Mize, J., & Ladd, G. W. (1990). A cognitive-social learning approach to social skill training with low-status preschool children. Social Competence, 26, 388–397.

    Google Scholar 

  • Murray, J. (2005). Social-emotional climate and the success of new teachers: A new look at the ongoing challenge of new teacher retention. A review of the literature. Wellesley, MA: Wellesley Centers for Women, Wellesley College.

    Google Scholar 

  • Nataraj Kirby, S., Berends, M., & Naftel, S. (2001). Implementation in a longitudinal sample of new American schools: Four years to scale-up. Washington, DC: Rand Corporation. No Child Left Behind Act, PL 107–110. 2001.

    Google Scholar 

  • Ormrod, J. E. (1999). Human learning (3rd ed.). Upper Saddle River, NJ: Merrill.

    Google Scholar 

  • Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., & Kendziora, K. (2008). A comprehensive approach to promoting social, emotional,and academic growth in contemporary schools. In A. Thomas & J. Grimes (Eds.), Best practices in school psychology (5th ed.). Bethesda, MD: National Association of School Psychologists.

    Google Scholar 

  • Osterman, K. E. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323–367.

    Google Scholar 

  • Patrikakou, E. N., & Weissberg, R. P. (2007). School-family partnerships and children’s social, emotional, and academic learning. In R. Bar-on, J. G. Maree, & M. J. Elias (Eds.). Educating people to be emotionally intelligent (pp. 49–61). Rondebosch: Heinemann Educational Publishers.

    Google Scholar 

  • Patti, J., & Tobin, J. (2003). Smart school leaders: Leading with emotional intelligence. Dubuque, IA: Kendall/Hunt Publishing Company.

    Google Scholar 

  • Payton, J. W., Graczyk, P. A., Wardlaw, D. M., Bloodworth, M., Tompsett, C. J., & Weissberg, R. P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70, 179–185.

    Article  Google Scholar 

  • Ryan, A., & Patrick, H. (2001). The classroom social environment and changes in adolescents’ motivation and engagement during middle school. American Education Research Journal, 38(2), 437–460.

    Article  Google Scholar 

  • Sobol, D. F., Rohrbach, L. A., Dent, C. W., Gleason, L., Brannon, B. R., Johnson, C. A., et al. (1989) The integrity of smoking prevention curriculum delivery. Health Education Research, 4, 59–67.

    Article  Google Scholar 

  • Stuart, L., & Dahm, E. (1999). 21st century skills for 21st century jobs. Washington, DC: US. Department of Commerce. Retrieved December 21, 2005, from http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1153&content=key_workplace

  • Tobler, N. S., Roona, M. R., Ochshorn, P., Marshall, D. G., Streke, A. V., & Stackpole, K. M. (2000). School-based adolescent drug prevention programs: 1998 meta-analysis. Journal of Primary Prevention, 20, 275–337.

    Article  Google Scholar 

  • US Department of Education, National Center for Educational Statistics. (1998). Factors associated with father’s and mother’s involvement in their children’s schools. Washington, DC, US Department of Education.

    Google Scholar 

  • US Department of Labor. (1999). Secretary’s commission on achieving necessary skills (SCANS) report: What work requires of schools. Retrieved March 17, from http://wdr.doleta.gov/SCANS/

  • 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.

    Google Scholar 

  • Weissberg, R. P., & Shriver, T. P. (1996). School-based prevention programs: A comprehensive strategy. US. Dept of Education, Office of Educational Research and Improvement, Educational Resources Information Center.

    Google Scholar 

  • Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. G. Bear & K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1–13). Bethesda, MD: NASP Publications.

    Google Scholar 

  • Zins, J., Payton, J. W., Weissberg R. P., & Utne-O’Brien, M. (2007). Social and emotional leaning and successful school performance. In G. Matthews, M. Zeidner, & R. D. Roberts (Eds.), Emotional intelligence: Knowns and unknowns (pp. 376–395). New York: Oxford University Press.

    Google Scholar 

  • Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers College Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Yale University, New Haven, CT, USA

    Nicole A. Elbertson & Marc A. Brackett

  2. University of Illinois, Chicago, IL, USA

    Roger P. Weissberg

Authors
  1. Nicole A. Elbertson
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Marc A. Brackett
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Roger P. Weissberg
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Marc A. Brackett .

Editor information

Editors and Affiliations

  1. Lynch School of Education, Boston College, Campion Hall, Chestnut Hill, 02467-3813, USA

    Andy Hargreaves

  2. Advancement of Teaching, Carnegie Foundation for the, Vista Lane 51, Stanford, 94305, USA

    Ann Lieberman

  3. Ontario Institute for Studies in, Education (OISE), University of Toronto, Bloor Street W. 252, Toronto, M5S 1V6, Canada

    Michael Fullan

  4. Inst. Education, HSBC Chair iNet in, University of London, London, WC1H 0AL, United Kingdom

    David Hopkins

Rights and permissions

Reprints and permissions

Copyright information

© 2010 Springer Science+Business Media B.V.

About this chapter

Cite this chapter

Elbertson, N.A., Brackett, M.A., Weissberg, R.P. (2010). School-Based Social and Emotional Learning (SEL) Programming: Current Perspectives. In: Hargreaves, A., Lieberman, A., Fullan, M., Hopkins, D. (eds) Second International Handbook of Educational Change. Springer International Handbooks of Education, vol 23. Springer, Dordrecht. https://doi.org/10.1007/978-90-481-2660-6_57

Download citation

Publish with us

Policies and ethics

Search

Navigation