Building academic success on social and emotional learning: What does the research say?

By Joseph E. Zins, R. Weissberg, Margaret C. Wang, H. Walberg. 2004

1,464 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1c1443845d78b4968191f0bc329bfe1c526ff86d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

Citations in the corpus

A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. (2006, background): “Collectively, the results of the current study and those of the previous meta-analysis are consistent with the recent emphasis in the educational literature on social– emotional learning as a strategy for improving student achievement (DiPerna et al., 2001; Zins et al., 2004).”
Developing mindfulness with children and young people: a review of the evidence and policy context (2013, background): “Worldwide there are literally thousands of SEL programmes, with a solid overall success rate (Durlak et al, 2011, Zins et al., 2004), and although there have been some criticisms and concerns, systematic reviews (e.g Weare and Nind, 2011) have found no evidence of any widespread adverse effects.”
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. (2017, background): “, enhanced skills and improved attitudes) is then expected to lead to better short- and long-term developmental outcomes that include more prosocial behavior, enhanced academic performance, fewer conduct problems, lower levels of emotional distress, and reduced substance abuse (Collaborative for Aca”
Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. (2015, background): “The findings from several individual studies and narrative reviews indicate that SEL programs are associated with positive results such as improved attitudes about the self and others, increased prosocial behavior, lower levels of problem behaviors and emotional distress, and improved academic perfo”
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes (2009, positive): “Whereas numerous studies have demonstrated the efficacy of SEL programs for students (Greenberg et al., 2003; Zins et al., 2004), their successful implementation may depend on the teacher's SEC to create an environment that is conducive to SEL,”
Implications of emotion regulation on young children’s emotional wellbeing and educational achievement (2016, background): “…on brain development, Caine and Caine (1991) and Fogarty (2009) affirmed the powerful role of emotions in the process of learning, asserting that intense emotions generally compete for a space in the active working memory of the brain, thus interfering with the learning process (Goleman 2004).”
How Can We Improve School Discipline? (2010, background): “Conditions emphasize creating opportunities for skill application and learning and recognition for successful skill application (Catalano et al., 2004; Hawkins et al., 2004).”
Social and Emotional Learning in the Classroom: Evaluation of Strong Kids and Strong Teens on Students' Social-Emotional Knowledge and Symptoms (2008, background): “In addition to addressing social, emotional, and mental health needs, there is evidence to indicate that SEL programs can have a positive impact on academic achievement, antisocial behavior, and substance use (Greenberg et al., 2003; Zins et al., 2004).”