Social and Emotional Learning: Promoting the Development of All Students

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How researchers see this paper

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Promoting Social and Emotional Learning With Games (2009, background): “A plethora of information exists about the need for evidence-based SEL programs, multiyear and integrated programs, principal and staff support, community involvement, coordination, and congruence with caring, school practices (Zins & Elias, 2007).”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “…and emotionally competent children tend to be better integrated in the school and classroom context, and can focus on the academic tasks provided to them, compared with children who struggle socially and emotionally (Elias & Haynes, 2008; Payton et al., 2000; Zins et al., 2007; Zins & Elias, 2006).”
School Climate and Social-Emotional Learning: Predicting Teacher Stress, Job Satisfaction, and Teaching Efficacy. (2012, background): “Research has linked a number of positive student outcomes to SEL, including increases in happiness (Weare, 2000), self-efficacy beliefs (Zins & Elias, 2007), academic performance (Durlak et al., 2011; Zins, Bloodworth, Weissberg, & Walberg, 2007), and positive social behavior (Durlak et al., 2011).”