Social emotional learning “teaches the skills we all need to handle ourselves, our relationships, and our work, effectively and ethically,” says Collaborative for Academic, Social, and Emotional Learning (CASEL). CASEL was formed almost two decades ago started by CEO
Roger P. Weissberg who is also professor at UIC. In addition to Weissberg, CASEL’s agenda has been influenced by Daniel Goleman, author of Emotional Intelligence.
As recently noted, these so-called non-cognitive skills are really important--just
badly named. CASEL defines social emotional learning (SEL) as:
: Managing emotions and behaviors to achieve one’s goals
: Recognizing one’s emotions and values as well as one’s strengths and challenges
: Showing understanding and empathy for others
: Forming positive relationships, working in teams, and dealing effectively with conflict; and
Responsible decision making
: Making ethical, constructive choices about personal and social behavior.
Before joining CASEL, Paul Goren, Vice President for Research and Knowledge Use, spent almost a decade leading education research efforts at the Spencer
Foundation. As a former teacher, he wants everything CASEL does to have a positive impact on teachers and classrooms. As a parent of three teenagers, he
has his own SEL laboratory at home. Goren’s counterpart on the program side is another veteran educator, Libby Gil.
In September they released the 2013 CASEL Guide Effective Social and Emotional Learning Programs. The report cites a
meta analysis of more than 200 studies showed that students receiving quality SEL programming scored higher on traditional tests, had improved commitment
to school, and had fewer discipline problems and experienced less depression.
CASEL is supporting the SEL work of 8 school districts in the following cities:
Anchorage, Austin, Chicago, Cleveland, Nashville, Oakland, Reno, and Sacramento.
This week Linda Pittenger, CCSSO, hosted a meeting to discuss measuring SEL. The network of lab districts that Linda runs
working with David Conley on defining college and career readiness. They
have developed a useful framework of knowledge, skills, and dispositions. Similar to Turnaround for Children, the
dispositions include a growth mindset, a sense of social efficacy, and the ability to regulate academic behaviors.
Dan Cardinali, Communities in Schools, and I were encouraged by broad-based progress exhibited at the
CCSSO meeting--the maturation of work funded by the Raikes, Hewlett, Stupski, and Nellie Mae Foundations. The discussion suggested that there are six
emerging areas of SEL innovation:
: See a list of more than 25
resources from EdWeek
: Advisory curriculum like Navigation 101
: Classroom tools like Kickboard, Class Dojo, and pbis
: See this Raikes Foundation report on SEL metrics
Early warning systems
: Washoe (Reno) is developing a risk identification system; and
: See a list of CASEL tools.
CASEL has reviewed hundreds of programs and tools to develop the following recommended list of K-12 SELect Programs:
Caring School Community
Competent Kids, Caring Communities
I Can Problem Solve
The Incredible Years Series
Michigan Model for Health
Raising Healthy Children
Resolving Conflict Creatively Program
Social Decision Making/Problem Solving Program
Steps to Respect
Too Good for Violence
Tribes Learning Communities
is evaluating the 8 district initiative. In the process of doing this work it is working with CASEL and the districts to develop a practical and valid tool
for assessing students social emotional competence.
CASEL is supporting multiple SEL strategies and encourages its district partners to do the same. Goren said, “The key is for SEL strategies to be embed and
integrated across the curriculum.” SEL should be integrated but these metacognitive skills, as David Conley calls them, deserve to be central to an
advisory curriculum for secondary students and should be part of student-led parent-teacher conferences. The CASEL and CCSSO supported districts are
developing great examples of integrated SEL, advisory, and conferences. With common measures and better tools, more students will leave high school ready
to succeed in college and careers.
The opinions expressed in Vander Ark on Innovation are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.