Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning.

By Mark T. Greenberg, R. Weissberg, M. O’Brien, Joseph E. Zins, Linda Fredericks, H. Resnik, M. Elias. American Psychologist, 2003

2,236 citations recorded by the source corpus.

Subfields: Education, Safety Research, Speech and Hearing

View Paper: https://www.semanticscholar.org/paper/492dd1415a4224c68dfe55a8cf5d9bf7911bcd62

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Citations in the corpus

Character strengths predict subjective well-being during adolescence (2011, background): “For example, interventions that promote social intelligence and selfregulation can reduce substance abuse, aggression, and other behavioral problems in children, and increase the likelihood that youth will graduate from school (Greenberg et al., 2003; Weissberg & O’Brien, 2004).”
Implementing the Three Block Model of Universal Design for Learning: effects on teachers' self-efficacy, stress, and job satisfaction in inclusive classrooms K-12 (2015, background): “…between efficacy (the extent to which a programme has an impact when adhered to under strict, laboratory-like conditions) and International Journal of Inclusive Education 7 effectiveness (the impact of a programme enacted in natural settings) (Greenberg et al. 2003; Lendrum and Humphrey 2012).”
Outcomes of the Social Competence Program Second Step in Norwegian Elementary Schools (2008, neutral): “DOI: 10.1177/0143034307088504 lifespan (Elias, 1997; Greenberg et al., 2003).”
Social and Emotional Learning: Promoting the Development of All Students (2007, background): “A growing number of programs, strategies, and techniques are available for promoting healthy development and preventing negative outcomes, and a stronger empirical base has emerged in the SEL field (Greenberg et al., 2003).”
Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation (2016, background): “SEL practices in schools yield most successful outcomes when they are organised, connected with other school activities and embedded into the day-to-day curriculum – hence, reflecting a school-wide approach to SEL programming (Greenberg et al., 2003).”
Nurturing Mindfulness in Children and Youth: Current State of Research (2012, background): “There is considerable concern that children and youth experience less than optimal physical and mental health and that it affects a wide range of outcomes, including academic performance, substance use, violence, and obesity (Greenberg et al., 2003).”
A Promising Approach for Expanding and Sustaining School-Wide Positive Behavior Support (2006, background): “Greenberg et al. (2003) suggest that successful and sustained implementation of school-based prevention and youth development programs is directly linked, in part, to schools that successfully (a) teach children social skills directly in real context; (b) “foster respectful, supportive relations amo”
The Relationship Between School Connectedness and Mental Health During the Transition to Secondary School: A Path Analysis (2013, background): “…strategies (where all members of the school community are encouraged and enabled to prevent and respond to bullying and promoting a positive school culture; Greenberg et al., 2003) to reduce the prevalence of frequent bullying behaviours as well as positively inﬂuence common mediators of bullying.”
RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning (2019, background): “As a result of this 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).”
The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school (2015, background): “In fact, emotional knowledge is related with students' better academic adjustment and achievement, positive social behaviors, less distress and better results on tests and evaluations (see Greenberg et al., 2003, for review).”
Teacher–Child Relationships, Classroom Climate, and Children’s Social-Emotional and Academic Development (2017, background): “Especially in light of evidence linking children’s social-emotional outcomes with academic outcomes (Greenberg et al., 2003), attention to the types of interactions children experience within their classrooms may be just as beneficial for students as concerns over curricula and instructional…”
Social and emotional aspects of learning (2011, background): “…have observed, “Research and practice increasingly have shown that schools will be most successful … when systematic decisions are made about how best to identify and implement innovative practices in the context of the entire school community” (Greenberg et al., 2003, p. 471, emphasis added).”
Academic Learning + Social-Emotional Learning = National Priority (2013, background): “Other investigators have reported similarly positive fi ndings regarding SEL’s effect on student behavior and academic performance (Greenberg et al., 2003; Zins, Weissberg, Wang, & Walberg, 2004).”
Social and Emotional Learning in Adolescence: Testing the CASEL Model in a Normative Sample (2018, background): “Divergently, SEL is traditionally applied to educational settings while PYD has spanned many settings that include educational and community, among others (Elias et al., 1997; Greenberg et al., 2003; Lerner et al., 2003).”