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Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation.

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journal contribution
posted on 09.08.2017 by Oberle E, Domitrovich CE, Meyers DC, Weissberg RP
ocial and emotional learning (SEL) is a fundamental part of education. Incorporating high-quality SEL programming into day-to-day classroom and school practices has emerged as a main goal for many practitioners over the past decade. The present article overviews the current state of SEL research and practice, with a particular focus on the United States. The need for a model of SEL that goes beyond the classroom is illustrated, and a systemic approach to implementing SEL school-wide is introduced. It is argued that school-wide SEL maximises the benefits of SEL programming by becoming the organising framework for fostering students’ potential as scholars, community members, and citizens. Further, a Theory of Action (ToA) developed by the Collaborative for Academic, Social, and Emotional Learning (CASEL) is presented that serves as a blueprint for implementing systemic SEL in schools. Potential challenges and barriers involved in moving toward school-wide SEL implementation are considered and discussed.

Funding

This work was supported by the by the U.S. Department of Education (i3 PRU411C130091).

History

Publisher Statement

Post print version of article may differ from published version. This is an electronic version of an article published in Oberle, E., Domitrovich, C. E., Meyers, D. C. and Weissberg, R. P. Establishing systemic social and emotional learning approaches in schools: a framework for schoolwide implementation. Cambridge Journal of Education. 2016. 46(3): 277-297. 10.1080/0305764x.2015.1125450. Cambridge Journal of Education is available online at: http://www.informaworld.com/smpp/ DOI: 10.1080/0305764x.2015.1125450.

Publisher

Taylor & Francis

Language

en_US

issn

0305-764X

Issue date

01/02/2016

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