Blog
Emerging Problem Spaces for Learning
Since our last post, almost every district and school in the United States has had to make a complete pivot to remote and online learning. This...
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LLI Research Brief #3
The Topic of the Research: The impacts of high schools on students’ social-emotional development. Citation: Jackson, K., Porter, S.C., Easton,...
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LLI Research Brief #2
This study used four separate meta-analyses ( a synthesis of previous studies that pools together previous data into an overall finding) to see if evidence agreed that SEL programming impact positive social and emotional outcomes. According to the authors, the unequivocal answer is that “The sum total of the existing evidence, we found, strongly suggests that SEL programs do, in fact, have significant benefits for participating students.”( Mahoney, Weissberg, & Durlak (2019).
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Are You Ready? Leading for SEL Part 2
Current survey data from CASEL and the Aspen Institute suggests that implementation of SEL varies significantly, with only 35% of principals surveyed having a systemic plan for teaching SEL, and only 23% perceive they are getting enough support to implement their plans fully. The Leading Learners Institute offered a set of competencies for leading SEL derived from modern leadership frameworks that leaders need to lead the vital work of developing social-emotional learning in their schools. In this blog, we will explore the first two competencies, what it means for school leaders, and the questions you should be asking.
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Are You Ready? Leading for SEL
The emphasis on social-emotional learning has become more pronounced over the past few years. Increased pressures to perform and stand out from the...
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The Third Leg of the Stool
Are we on the cusp of a new era for school reform? Years of research and numerous experts in the area of child development point to the overwhelming evidence that social-emotional skills and their development strongly support academic learning and other long-term benefits. It is time we balance the stool.
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