Social & Emotional Learning
There’s no shortage of research and data to unpack social and emotional learning. (See the section below for details and links.) Some studies, for example, find the development of strong social and emotional skills is linked to higher academic achievement, as well as improved school attendance and graduation rates. In addition, some research finds that SEL contributes to improved mental health among students, less risky behavior, and fewer discipline referrals in schools. Social-emotional skills are also valuable to students’ success in the workforce and life, research shows.
Many elements of social and emotional learning – social skills, character education, emotional intelligence – are older than the term itself. In 1994, a constellation of non-academic skills was termed social and emotional learning by a group of people who formed the Coalition for Academic Social and Emotional Learning – now the Collaborative for Social, Emotional, and Academic Learning, or CASEL, a national organization that promotes the study and implementation of SEL.
What Are Regional Educational Labs? Tips for Accessing Research and Story Ideas From an Overlooked Source
Find studies, subject matter experts, insight into educators’ concerns and more from a federal network of labs.
Reporters hunting for useful research can try a federal source that many overlook – Regional Educational Laboratories across the country.
The U.S. Department of Education’s research arm, the Institute of Education Sciences (IES), allocates roughly $57 million a year to this network of 10 laboratories. Each lab’s researchers team up with educators and policymakers to try to figure out what works and what doesn’t in their districts.
How Will Educators Use Data on COVID-19 Learning Disruption?
Experts say recent findings can inform instructional strategies.
New data continues to show impeded academic learning during the coronavirus pandemic. A critical question is: What, exactly, should be done to address the problem? Efforts are growing to better connect education data with instructional strategies during the education recovery.
Welcome to the start of a new school year and the 2021 edition of our Big Ideas report.
While returning children to school buildings safely and making the year as normal as possible is driving you and your work, we understand how much more complex your job has become.
The cover of this year’s report and the 10 essays inside reflect this complicated moment and the constellation of emotions we know you’re experiencing: hope, excitement, grief, urgency, trepidation, and determination.
All Eyes on Enrollment as K-12 Students Return to School
Pandemic-driven shifts may have lasting repercussions.
Enrollment in K-12 schools, which plunged by 1.5 million students during the first wave of COVID-19, appeared poised to bounce back this fall. But then, the delta variant of COVID-19 raced across the nation, and school districts confronted the possibility of further shutdowns and lost students.
With Schools Reopening Full-Time, What Pandemic-Driven Changes Will Last?
Get 7 story ideas to help you cover K-12 and higher education shifts that may have staying power.
Despite the many hardships the pandemic caused, the COVID-19 disruption also sparked – or in some cases accelerated – changes to K-12 and higher education that leaders say should stick.
The speakers pointed to the power of flexibility, the need to focus energy and resources that will serve the “whole student,” and how increased outreach and new communication strategies with students and families could be transformative during a plenary at the Education Writers Association’s 2021 National Seminar.
Building social connections outside the family, especially with peers, is key to healthy adolescent development. Yet isolation wrought by the pandemic has curtailed social opportunities.
What works to help adolescents overcome such setbacks? What do surveys of students in high school and middle school show about the impact of the past year?
Two national experts answered these and other questions during a May 5 session at the Education Writers Association’s 2021 National Seminar.
The participants were:
- Adriana Galván, University of California Los Angeles
- Denise Pope, Stanford University
- Lydia Denworth, Scientific American (Moderator)
The pandemic has interrupted social interactions and hurt student well-being. Understanding students’ social and emotional needs will be crucial in the coming year.
What new methods are emerging for gauging social and emotional needs, competencies and learning? How has the pandemic affected SEL and what does that mean for teaching and learning?
Speakers addressed these and other issues at a May 3 session at the Education Writers Association’s 2021 National Seminar.
The participants were:
- Julia Joy Dumas Wilks, Great Oaks Charter School, Wilmington, Delaware
- Libby Pier, Education Analytics
- Juany Valdespino-Gaytán, Dallas Independent School District
- Kevin McCorry, WHYY (Moderator)
U.S. Secretary of Education Miguel Cardona made his priorities clear at the Education Writers Association’s 2021 National Seminar.
Cardona vowed to “unapologetically address achievement disparities” and urge all schools to reopen for in-person learning during the wide-ranging conversation on May 3.
How Kids Think
Evolving science around adolescent brain development has implications for mental health and education
(EWA Radio Episode 269)
How do adolescents learn to make healthy choices? When does the desire for status and respect most influence the teenage brain?
Miguel Cardona: Why Schools Should Reopen Fully and Train Their Police Officers Better
What education reporters can expect from the Biden administration
Public schools that don’t offer full-time, in-person learning for students five days a week next fall risk intervention from the U.S. Education Department.
U.S. Secretary of Education Miguel Cardona shared this message with journalists, just two months after his Senate confirmation, during the Education Writers Association’s 2021 National Seminar.