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Promoting Social and Emotional Learning in the Middle and High School Years [downloadable]

SEL brief middle and HSPromoting Social and Emotional Learning in the Middle and High School Years, produced by Pennsylvania State University with support from the Robert Wood Johnson Foundation, provides an overview of frameworks that define social emotional competence, and reviews the current landscape of universal school-based programs designed to promote its growth in middle and high school students.
This is one of a series of briefs addressing the need for research, practice and policy on social and emotional learning. The series will cover how teachers, parents, schools and others can help support the social emotional learning of students.

 Key Findings

  • Social emotional learning (SEL) programs can be organized into four categories based on their primary approach to fostering SEC: skill-focused promotion, academic integration, teaching practices, and organizational reform.
  • SEL programs aimed at adolescents have received both less attention and less extensive research than those focused on the elementary years.
  • To improve outcomes for adolescents, SEL programs should leverage the unique developmental needs of young people during adolescence, including their search for purpose and identity, the importance of peer relations, their attitudes towards themselves and others, and their meta-cognitive abilities.
  • Program developers should also consider the biology and social dynamics of adolescents as they develop the content and structure of programs.

Download a PDF of Promoting Social and Emotional Learning in the Middle and High School Years.

Source: Robert Wood Johnson Foundation, Promoting Social and Emotional Learning in the Middle and High School Years, published October 2017

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