Social and emotional learning
Our current symposium series is dedicated to understanding social and emotional learning and its contribution to closing the achievement and opportunity gaps. This series is sponsored by the Minnesota 4-H Foundation Howland Family Endowment for Youth Leadership Development.
Upcoming presentations and events
- Socio-Emotional Factors in Learning: Understanding to action
There is increasing evidence that social and emotional factors are critical to young people's success. There is, however, little agreement on which factors to assess or how best to support their development in either school and out of school programs. Learn about one state's initiative to build broader understanding of these factors, their importance and the status of assessing them in practice and policy. March 12, 2014
- Social and emotional learning: From understanding to action
Youth Work Regional Forum - Central Minnesota
Join your youth work colleagues to explore youth work professional development topics. March 13, 2014
- Social and emotional learning: Assess it to address it
Explore what communities have actually done to measure youth more holistically and how they've used data at the neighborhood, school and program level to enhance social and emotional learning. This symposium is not about what to measure, but about the opportunities that emerge when measuring social and emotional learning, as well as strategies for addressing the challenges that arise. May 6, 2014
- Social and emotional learning: From research to strategies Dr. Roger Weissberg will share recent research and proven strategies of how families, schools and communities are strengthening social and emotional skills as an essential part of every young person's learning and development. Oct. 30, 2013
This symposium focuses on how to assess non-academic outcomes such as the impact of programs on youths' engagement in their own learning. 2011.
Reports & articles
Beyond Content: Incorporating Social and Emotional Learning into the Strive Framework
This report is organized into three volumes – Volume I identifies and defines competencies that are clearly related to academic achievement and are malleable, Volume II summarizes available measures in the context of the cradle-to-career continuum, and Volume III offers a compendium of assessment tools. 2013.
After school programs that follow evidence-based practices to promote social and emotional development are effective.
This brief is to summarize the findings which indicated that afterschool programs that follow four evidence-based practices are successful in promoting young people’s personal and social development. 2012.
Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review.
Consortium on Chicago School Research brought its trademark approach to school reform: using research and data to identify what matters for student success and school improvement, creating theory-driven frameworks for organizing the research evidence, and asking critical questions about the applicability of research to practice. 2012.
Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century.
An important set of key skills which include problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills" increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. 2012.
From Soft Skills to Hard Data: Measuring Youth Program Outcomes
Out-of-school time programs can help youth develop skills and attributes they need to be ready for college, work and life, but few have the tools to effectively measure those outcomes. This guide reviews eight youth outcome measurement tools appropriate for use in after-school and other settings. 2011
The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions.
Findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. 2011.
Promoting Social and Emotional Development Is an Essential Part of Students’ Education.
This essay argues for the positive impact of school wide programs for Social and Emotional Development. 2011.
A Meta-Analysis of After-School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
A meta-analysis of after-school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self-perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors. 2010
The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews.
Evidence is mounting that where and how youth spend their time outside of normal school hours has important implications for their development. 2008.
Collaborative for Academic, Social and Emotional Learning (CASEL) - Works to advance the science and evidence-based practice of social and emotional learning
Program in Education, Afterschool, and Resiliency (PEAR) - Integrates research, theory, and practice for lasting connections between youth development, school reform, and mental health.
Search Institute - Discovering what kids need to succeed
Dale Blyth, Howland Endowed ChairDale Blyth serves as Howland endowed chair for the social and emotional learning series. In this role, Dale will create an initiative designed to broaden the understanding of socio-emotional factors in learning and development, help build consensus around their meaning and measurement, and promote assessments and actions that support their development for all young people. The initiative will be a partnership between the University of Minnesota (both the Extension Center for Youth Development and the Center for Applied Research and Educational Improvement where Dale is a Senior Research Fellow) and Youthprise. The initiative partnership will engage youth and adults, convene events, gather data, facilitate and align several working groups, support learning communities in this area, and help develop new resources.
From 1998 to 2011, Dale served as the associate dean for the Extension Center for Youth Development. In his career, Dale has served in multiple faculty and leadership roles including positions at the Search Institute, Cornell and Ohio State University. His research on adolescent and youth development has focused on transitions, community learning opportunities, social networks, collective impact, and developmental assets. He has also served in a role as a convener on critical issues in the field of youth development at a local and state level.