Handouts to support schools’ efforts to promote school safety and the ability of children and youth to cope with crisis events
Handouts to support schools’ efforts to promote school safety and the ability of children and youth to cope with crisis events
Resource outlining brief facts and tips to address trauma
A list of books focused on trauma relief that are recommended by grief and crisis experts working with children
Resource that provides some strategies that can be helpful in supporting bereaved students
Resource that provides brief facts and tips to identify and healthily process grief
Resource outlining the unique approach of the Basic Ph Model in helping children cope with trauma
A detailed report containing first-ever state-specific report cards that examine state policies to support school mental health
An extensive scan of state policies to support equitable social, emotional, and academic development (SEAD)
SEL policy brief that highlights three areas where investments of ARP dollars could most effectively bolster systemic implementation of SEL
The Effective Multi-Tiered System of Supports for Whole Child Development webisode series will support states in the process of integrating social-emotional learning and whole child development more fully into their multi-tiered system of supports frameworks to ensure alignment with existing priorities, systems and practices and ultimately provide coherent messaging and support to districts and schools.
This issue of the State Education Standard underscores how hard it has been to build a healthy climate for learning in online settings, as school buildings across the country are shuttered due to the COVID-19 pandemic.
A comprehensive policy and implementation guide for those looking to advance community schools.
This EdPrepLab practice brief describes the framework that Trinity University’s Master of Arts in Teaching program uses to integrate social-emotional learning, cultural competences, and equity into teacher preparation.
This two-part study offers information on how preservice and in-service teacher training can support good teaching practices and implement SEL in schools, while providing a picture of what SEL looks like when integrated into the school day.
This report provides a framework for considering how measures of SEL and school climate may be incorporated in a multitiered accountability and continuous improvement system that provides useful information about school status and progress at the state, district, and school levels.
This report synthesizes research on how to support educators in developing the knowledge, skills, and dispositions associated with developing the whole child both in preservice and in-service contexts. It addresses both the “what” of teacher and leader preparation—the content educators need to learn about children and how to support their development and learning—and the “how”—the strategies for educator learning that can produce deep understanding; useful skills; and the capacity to reflect, learn, and continue to improve.
This issue focuses on Fordham Institute’s recently completed study of parent perceptions of social-emotional learning entitled “How to Sell SEL: Parents and the Politics of Social-Emotional Learning.” The study not only focuses on overall parent perceptions, but also explores the differences in those perceptions based on political party affiliation (Republican vs. Democrat).
Brief that describes how schools can ameliorate—rather than exacerbate—racial inequities with research-based practices that advance a restorative approach to schooling and make learning environments more supportive, equitable, and anti-racist.
Report that looks closely at a broad body of neuroscience, science of learning, and child development science to examine how schools can use effective, research-based practices to create settings in which students’ healthy growth and development are central to the design of classrooms and the school as a whole.
A playbook pointing to principles to nurture innovations and effective school models that advance this change. It provides a framework to guide the transformation of k-12 settings, illustrating how practitioners can implement structures and practices that support learning and development through its five components.