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Ensure Supports for Social and Emotional Learning
SEL Online Education Module (Washington Office of Superintendent of Public Instruction)

Washington's SEL Online Education Module is designed for educators, school staff, and other professionals and parents to help build and improve their understanding of social and emotional skills and integrate SEL instruction into culturally responsive classrooms.

SEL Requires Ongoing Training and Consultation to Be Effective (Creating Resilience for Educators, Administrators and Teachers)

This article by Mark Greenberg, Professor Emeritus at Penn State and co-creator of the PATHS Curriculum, discusses how teachers will need ongoing training to support the implementation of social and emotional learning.

Social and Emotional Development Matters: Taking Action Now for Future Generations (Pennsylvania State University)

This broad policy brief indicates a number of steps with actions to take at every level (federal, state, district, school, classroom, and home) to integrate SEL into a whole child approach.

Social Emotional Learning Resources and Lesson Plans (Share My Lesson)

This website includes a free professional development webinar for teachers on social and emotional learning as well as resources and lesson plans.

Social and Emotional Learning (SEL) (Washington Office of Superintendent of Public Instruction)

This page from the Washington Office of Superintendent of Public Education website compiles social and emotional learning standards and implementation resources to promote students' mental, social, and behavioral health.

Social-Emotional Learning and Equity Pitfalls and Recommendations (National Equity Project)

This chart highlights potential pitfalls and provides guidance on how to avoid them as schools advance equity and inclusion in the implementation of SEL.

The State of Young People During COVID-19 (America’s Promise Alliance)

This short report from a nationally representative survey documents the disengagement of students with online learning during the pandemic and their declining emotional and cognitive health.

Suspended Education: Urban Middle Schools in Crisis (The Civil Rights Project (UCLA))

This report depicts suspension rates up until 2006 for African Americans in urban middle schools, and it recommends increasing the power of the Office for Civil Rights to investigate this disproportionality and prevent unlawful discrimination.

Teaching the Way Students Learn Best: Lessons from Bronxdale High School (LPI)

This 2019 case study describes how Bronxdale High School in New York has cultivated a positive school environment within a rigorous curriculum grounded in social and emotional learning.

Thinking About Racial Disparities in COVID-19 Impacts Through a Science-Informed, Early Childhood Lens (Center on the Developing Child, Harvard University)

This blog from April 2020 examines how racial disparities in the severity of COVID-19 reveal the legacies of structural racism that increase the vulnerability of communities of color.

Three Keys to Infusing SEL Into What You Already Teach (Greater Good Science Center)

This 2019 article describes how teachers can think about social and emotional learning as a complement to their existing practices, as well as how to use reflection and student feedback to cultivate their own practice.

Toward Transformative Social and Emotional Learning: Using an Equity Lens (Measuring SEL)

This brief from 2018 summarizes the fundamentals of social and emotional learning and describes how it can be enacted in a manner that is culturally responsive.

Trauma-Informed Resources for Students and Teachers (Share My Lesson)

This website links to trauma-informed resources for teachers with a particular emphasis on mental health resources and how to navigate traumatic current events.

Trauma-Informed SEL Toolkit (Transforming Education)

This 2-hour professional development webinar and toolkit presents key trauma-informed social and emotional learning strategies and resources for educators.

Using Dialogue Circles to Support Classroom Management (Edutopia)

This video describes how dialogue circles at the elementary level can encourage restorative practices and reduce student misbehavior by giving students a dedicated time to share events from their lives.

Want Safe Schools? Start With Research-Based School Discipline Policies (Linda Darling-Hammond)

This 2019 article in Forbes by LPI's CEO Linda Darling-Hammond discusses the lack of evidence-based research supporting harsh disciplinary policies and guns in schools, and it emphasizes the effectiveness of restorative practices and other positive discipline policies.

What Works in Promoting Social and Emotional Well-Being and Responding to Mental Health Problems in Schools? (Partnership for Well-being and Mental Health in Schools)

This brief advocates for a whole-school approach to social and emotional learning that prioritizes staff support and professional learning with targeted curriculum and evidence-based practices.

When Students Speak and Educators Listen: Student-Voice Tools for Dropout Prevention (WestEd)

This report describes the process of developing a toolkit on dropout prevention and school improvement based on student perspectives in Washoe County, Nevada.

The Whole Child: Building Systems of Integrated Student Support During and After COVID-19 (Center for Optimized Student Support at Boston College)

The integrated student support approach emphasized in this report benefits students by improving social and emotional learning outcomes according to over a dozen peer-reviewed studies.

Redesign Schools for Stronger Relationships
Big Picture Learning (Big Picture Learning)

Schools within the Big Picture Learning network develop small learning communities of 15 students each, among other personalized structures, to strengthen relationships.

Building a Positive School Climate (LPI)

This brief focuses on state efforts to build a positive school climate and also provides policy considerations and resources for helping states and districts help schools improve their climate.

The CARES Act: Five Things That School and District Leaders Need to Know Now (Wallace Foundation)

This article from April 2020, written primarily to assist school and district leaders, highlights important provisions about the federal Coronavirus Aid, Relief, and Economic Security (CARES) Act.

The Case for Keeping Students With the Same Teacher Next Year (Education Post)

This article describes the importance of looping during the pandemic, in which students are allowed to stay with their teachers from the 2019-20 school year in order to maximize existing relationships.

Classroom Looping: What It Is and Why Schools Should Consider It (Mimio Educator)

This short blog from 2016 discusses the benefits of looping, where students stay with the same teacher for multiple years.

COVID-19 and Homelessness: Strategies for Schools, Early Learning Programs, and Higher Education Institutions (School House Connection)

This resource provides guides, checklists, and strategies for meeting the needs of children and youth experiencing homelessness.

Creating School Communities of Courage: Lessons from the Field (National School Climate Center)

This comprehensive report uses interviews, focus groups, and classroom observations to assess school climate in six schools across the country, and it highlights how project-based learning can create more student engagement.

Deeper Learning Networks: Taking Student-Centered Learning and Equity to Scale (LPI)

This report on deeper learning, lead-authored by LPI Senior Researcher Laura Hernandez, shows how three different networks share common features to sustain continuous improvement across dozens and even hundreds of schools.

The Dual Capacity-Building Framework for Family-School Partnerships (Karen L. Mapp, Eyal Bergman, & the Institute for Educational Leadership)

The Dual Capacity-Building Framework for Family-School Partnerships (Version 2) was designed to help districts and schools chart a path toward effective family engagement efforts.

East Penn considers three models for fall school reopening (WFMZ-TV)

This news article identifies the proposed in-person, online, and hybrid models for conducting classes in the East Penn School District, including a proposal to switch to a block scheduling system for high school students.

Family-School Partnerships (CASEL)

This web page provides a list of resources for starting, supporting, and strengthening family-school partnerships, from accessible blogs and videos to interviews with veteran researchers.

Five Tips for Teaching Advisory Classes at Your School (Greater Good Science Center)

This 2017 article discusses the importance of advisory periods for relationship building as well as how to structure them into meaningful learning opportunities.

For Parents Who Can Afford It, a Solution for Fall: Bring the Teachers to Them (Washington Post)

This article describes the rise of "pandemic pods," in which wealthier parents pay for students to receive professional instruction in small clusters at home, exacerbating existing inequities and segregation.

Four Ways Schools Can Support the Whole Child (Greater Good Science Center)

This 2019 article describes four ways to support whole child instruction, including supportive learning environments with integrated supports and community partnerships.

How Being Part of a ‘House’ Within a School Helps Students Gain a Sense of Belonging (KQED)

This 2018 article on grouping students into houses, with examples from California and Texas, explains how cohorting builds stronger relationships and a deeper sense of community.

How Educational Inequality in America Could Be Impacted by the Homeschooling Pod Frenzy (Forbes)

This July 2020 article discusses how the movement toward homeschooling and pandemic pods will widen the gulf between affluent and less affluent families.

Identity Safe Classrooms: Places to Belong and Learn (Dorothy M. Steele & Becki Cohn-Vargas)

This website, based on a book of the same name, includes activities, practices, and resources for creating identity-safe classrooms.

Insights from Networks Video Feature (LPI)

In these videos, school and district educators and network representatives share their insights on the strategies and practices to support designing schools to be student- and relationship-centered.

Institute for Student Achievement (Institute for Student Achievement )

The Institute for Student Achievement assists with whole-school reform efforts around the country using seven evidence-based principles.

Internationals Network (Internationals Network)

The Internationals Network helps schools in seven different states meet the needs of multilingual learners, focusing on recent immigrants and sharing best practices while influencing English Language Learner policy.

Internationals Network for Public Schools: A Deeper Learning Approach to Supporting English Learners (LPI)

This report with accompanying videos explains how schools within the Internationals Network scale up for deeper learning in a manner that supports inclusive instruction of English learners.

Introducing the Connected Learning Model: Mitigating COVID-19 Learning Loss (Houghton Mifflin Harcourt)

This blog post from May 2020 introduces a connected learning model to mitigate instructional loss, one that places student well-being and growth at the center of schooling.

The Latest in School Segregation: Private Pandemic ‘Pods’ (The New York Times)

This July 2020 article examines how pandemic "pods," where wealthier parents pay for students to receive instruction in small clusters at home, exacerbate inequities, racial segregation, and educational opportunity gaps.

Making Families Feel Welcome (Greater Good Science Center)

This brief reflection activity for school staff lists methods for making students' families feel valued and respected.

New Tech Network (New Tech Network )

This network supports deeper learning across more than 50 schools at all grade levels nationwide and boasts high college persistence rates through its project-based learning approach.

Parent Teacher Home Visits (Parent Teacher Home Visits)

This national organization, established in 1998, advances a parent teacher home visit model as a means of building trust within a community across socioeconomic and cultural differences.

Plans to Catch Students Up After School Shutdowns Risk Creating New Forms of Academic Tracking. This Will Do Them Even More Harm (The 74)

This blog warns against using diagnostic assessment scores to place students into remedial pathways, causing tracking, which can increase segregation and decrease learning opportunities for all students.

Preventing a Lost School Year: The Crucial Importance of Motivating Students & Engaging Families (Stand for Children Leadership Center)

This guide identifies essentials for motivating and supporting students and for strong partnerships with families, including advisors for all, staff teaming, and virtual home visits, accompanied by tools and resources.

Reopening Schools in the Context of COVID-19: Health and Safety Guidelines From Other Countries (LPI)

This LPI brief from May 2020 offers an international comparison of how five different countries are reducing class sizes to minimize the risk of infection, a practice that can also help strengthen relationships among smaller groups of students.

Research Spotlight on Home Visits (National Education Association)

This website post links to several resources, including a guide to home visits that can be done virtually, as well an article describing a program in which staff visited every home in one Kentucky school district.

Reunite, Renew, and Thrive: Social and Emotional Learning (SEL) Roadmap for Reopening School (CASEL)

This comprehensive road map from July 2020 offers extensive guidance with activities and tools organized around four critical social and emotional learning practices for reopening, including taking the time to deepen and cultivate relationships.