The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development (2017)

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Social Emotional Learning - Equity

Author: Stephanie M. Jones & Jennifer Kahn

National Commission on Social, Emotional, and Academic Development The Aspen Institute

Below is an excerpt. Click here to access "The Evidence Base for How We Learn: Supporting Students’ Social, Emotional, and Academic Development".

Indeed, not only is there compelling evidence that a focus on social and emotional skills is central to effective classroom management, there is promising evidence that discipline policies in schools that adopt and act on core principles of social and emotional learning can shift race and gender disparities in the application of punitive discipline practices. Moreover, there is now a small, but growing, body of evidence suggesting that interventions addressing teacher specific social and emotional competencies result in improvements in a variety of indicators of teacher well-being including reductions in stress and burnout, which can reduce rates of teacher and administrator turnover.


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