We know that social-emotional learning (SEL) works best when it’s happening across the school day and encouraged in every setting. New work is showing the effectiveness of one pathway for that schoolwide learning: the common games, songs, and transition activities that are likely already part of an elementary school teacher’s repertoire.
Schools and students pay a price when students change schools frequently. Here’s a primer on student mobility, who it affects, and ways to support perpetual “new kids” in class.
Unless educators are willing to talk about the relational aspects of teaching and learning, schools have little hope of meeting the goals set for students, says teacher Karen Engels.
Students living in urban centers can struggle to make sense of the difficult, and sometimes dangerous, circumstances around them. In 2001, Youth Guidance,
What is the key to a high-quality social-emotional learning program that makes a lasting impact? It has to be a whole-school effort, according to developmental psychologist Stephanie Jones and her research team at the Harvard Graduate School of Education. They’ve spent the past five years exploring connections between social-emotional skills and positive life outcomes, in the process measuring the efficacy of many programs that teach those skills.
A Stanford University study finds that a one-time intervention to help teachers and students empathize with one another halved the number of suspensions at five California middle schools, and helped build bonds between disengaged students and their schools.
Updated and adapted from a previously published story. How do you talk to your child — in a way that both reassures and acknowledges fears — in the wake of trauma and community violence?
How can teachers address two recent high-profile police shootings and the death of five Dallas police officers in the classroom? Here are some resources.
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