University of Minnesota Extension
www.extension.umn.edu
612-624-1222
Menu Menu

Extension > Youth Development > Research > Social and emotional learning

Social and emotional learning

Social and emotional learning skills make good citizens, good learners and successful people. Our center is convening youth workers and policy makers and researching social and emotional learning and its contribution to closing the achievement and opportunity gaps.

Comments on this page? Curator: Kate Walker, PhD, associate Extension professor and Extension specialist

Youth Development Insight

Our faculty blog about research, issues and trends in the field. Join the conversation!

  • 9/14

    Cultural resilience: A framework for promoting assets

    Kate Walker

    Minnesota's educational achievement gap between whites and students of color has been narrowing, but remains one of the highest in the nation. To more fully address youth's learning and gaps in academic performance, we need to redefine educational excellence in a global society.

    To be successful in school now and ready for college and careers later, young people need to develop a range of skills that extends beyond traditional academics.

     

  • 7/14

    SEL and children's mental health - What can we teach each other?

    Cari Michaels

    What does children's mental health (CMH) have to do with social and emotional learning (SEL)? How can we draw connections between these two areas of work so that children learn better and are healthier?

    Viewing children's mental health as a public health issue brings common ground to this conversation. Public health encourages us to look beyond a child and a specific diagnosis toward dynamic, ecological systems in which both CMH and SEL are influenced.

See all social and emotional learning blog posts

Reports & journal articles

Beyond Content: Incorporating Social and Emotional Learning into the Strive Framework

Strive Together
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.

Positive Youth Development in Organized Programs: How Teens Learn to Manage Emotions

Natalie Rusk, Reed W. Larson, Marcela Raffaelli, Kathrin Walker, LaTesha Washington, Vanessa Gutierrez, Hyeyoung Kang, Steve Tran, Stephen Cole Perry
Organized youth programs provide opportunities for adolescents to develop life and career skills while working on real-world projects, such as planning community events or creating public service announcements. In this chapter, the focus is on adolescents’ development of skills for managing emotions. 2013.

After school programs that follow evidence-based practices to promote social and emotional development are effective

Joseph Durlak, Roger Weissberg
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.

Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century

National research council
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.

Teaching adolescents to become learners. The role of noncognitive factors in shaping school performance: A critical literature review

Camille Farrington, Melissa Roderick, Elaine Allensworth, Jenny Nagaoka, Tasha Seneca Keyes, David Johnson, Nicole Beechum
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 .

From Soft Skills to Hard Data: Measuring Youth Program Outcomes

Forum for Youth Investment
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

Joseph Durlak, Roger Weissberg, Allison Dymnicki, Rebecca Taylor, Kriston Schellinger
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

Joseph Durlak, Roger Weissberg
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

Joseph Durlak, Roger Weissberg, Molly Pachan
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.

Engagement in After-School Programs as a Predictor of Social Competence and Academic Performance

David Shernoff
Using the experience sampling method, this study examined two questions related to outcomes associated with after-school programming. First, does the quality of experience in after-school programs mediate the effect of program participation on social competence and academic performance? Second, among program participants, is the difference in quality of experience when in programs versus other settings after school related to higher social competence and academic performance?  2010.

The positive impact of social and emotional learning for kindergarten to eighth-grade students: Findings from three scientific reviews

Joseph Durlak, Roger Weissberg, Molly Pachan, Allison Dymnicki, Rebecca Taylor, Kriston Schellinger, J. Payton
Evidence is mounting that where and how youth spend their time outside of normal school hours has important implications for their development. 2008.

The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth Grade Students

John Payton, Roger Weissberg, Joseph Durlak, Allison Dymnicki, Rebecca Taylor, Kriston Schellinger, Molly Pachan
This report summarizes results from three large-scale reviews of research on the impact of social and emotional learning (SEL) programs on elementary-
and middle-school students — that is, programs that seek to promote various social and emotional skills. 2008
.

The impact of after-school programs that promote personal and social skills

J.A. Durlak and R.P. Weissberg
Conducted in collaboration with Joseph Durlak of Loyola University and funded by the W.T. Grant Foundation, this first report describes the strong positive effects after-school programs can have, and the conditions needed to realize these benefits. (PDF) 2007.

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

     

Past presentations

Dale Blyth, Howland Endowed Chair

JuanCarlos Arauz

Dale 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.

Feedback
  • © 2014 Regents of the University of Minnesota. All rights reserved.
  • The University of Minnesota is an equal opportunity educator and employer. Privacy