Blog

Lifequakes and Meaning from the Crisis

What we once knew and understood about leading schools has been seriously challenged. All of us have been thrown into the crucible, and making sense of these events has kept many of us thinking in overdrive this summer.

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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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