Report Roundup

Social-Emotional Learning

"The Evidence Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development"

Article Tools
  • PrintPrinter-Friendly
  • EmailEmail Article
  • ReprintReprints
  • CommentsComments

Students' social, emotional, and academic development are "deeply intertwined," and all are central to learning, according to a new consensus report by a 28-member scientific panel organized by the Aspen Institute's National Commission on Social, Emotional, and Academic Development.

Beyond academics, the skills students need to be successful in the classroom and in life can be grouped into three areas:

• Cognitive skills, including executive functions such as working memory, attention control and flexibility, inhibition, and planning, as well as beliefs and attitudes that guide one's approaches to learning and growth;

• Emotional competencies that enable one to cope with frustration, manage emotions, and understand others' perspectives; and

• Social and interpersonal skills that enable one to read social cues, navigate social situations, resolve interpersonal conflicts, work effectively in a team, and demonstrate compassion and empathy toward others.

Vol. 37, Issue 05, Page 5

Published in Print: September 20, 2017, as Social-Emotional Learning
Related Stories
Notice: We recently upgraded our comments. (Learn more here.) If you are logged in as a subscriber or registered user and already have a Display Name on edweek.org, you can post comments. If you do not already have a Display Name, please create one here.
Ground Rules for Posting
We encourage lively debate, but please be respectful of others. Profanity and personal attacks are prohibited. By commenting, you are agreeing to abide by our user agreement.
All comments are public.

Back to Top Back to Top

Most Popular Stories

Viewed

Emailed

Recommended

Commented