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Ready to Lead: A 2019 Update of Principals’ Perspectives on How Social and Emotional Learning Can Prepare Children and Transform Schools shares principal views on integrating social and emotional learning (SEL) in schools. Following up on a 2017 report, this new study finds that principals stand ready to bring systemic, schoolwide SEL to their schools, but they need greater support from state and district leaders to ensure every student has access to a high-quality education. The report was produced by the Collaborative for Academic, Social, and Emotional Learning (CASEL).

Today’s youth face numerous challenges, but many are also passionate about their communities and their futures, and have a unique perspective on the role of education in their day-to-day lives. This article from ASCD Express discusses findings from a CASEL report on youth perspectives about high school and social and emotional learning (SEL). The study found that students believe that there are benefits to attending a high school that promotes SEL, but felt that there were also ways that high schools could improve their current SEL offerings.

How can schools help students feel greater safety, inclusion, and engagement in their education? Creating School Communities of Courage: Lessons from the Field, a new report from the National School Climate Center, is based on a summit that explored this question. Grounded in research on climate, the report is also based on interviews, focus groups, and observations from six school districts who participated in the summit and show promise in this area. The report identifies seven lessons from the field on creating a more positive school climate and lists areas for growth.

Building Equitable, Safe and Supportive Schools: Trauma and Culturally Sensitive Practices for Guidance, a white paper developed by experts from Move This World and American Institutes for Research, explains how trauma-informed and sensitive practices are the core of equitable, safe, and supportive schools. The paper also provides resources and tips educators can use to adopt these practices at schools and in education programs.

Successful implementation of social and emotional learning (SEL) programs is a key part of their lasting success. This brief by Harvard’s Easel Lab describes features and best practices of effective social and emotional learning programs and offers a set of recommendations for educators implementing SEL programs.

The National Center on Safe Supportive Learning Environments’ Trauma-Sensitive Schools Training Package has several guides to help schools and districts adopt a trauma-sensitive approach to education. The resource includes an implementation guide, an overview of trauma and its impact, and guidance for building and leading trauma-sensitive schools. Afterschool programs can also use the guide independently or in collaboration with their partner schools and districts.

Expanded learning programs are an ideal setting to help students develop social and emotional competencies. These programs can also help principals and teachers, many of whom report facing barriers to implementation in the school setting. This research brief from the Afterschool Alliance provides an overview of SEL and the role of afterschool in supporting SEL for students. It also profiles four afterschool programs and their strategies for implementing strong SEL programs.

Service learning can strengthen social and emotional learning (SEL) skills among students. That is the primary finding shared in “Longitudinal Change in Adolescents’ Prosocial Behavior Toward Strangers, Friends, and Family,” a recent article in the Journal of Research on Adolescence. The type of service learning activity matters, however. Service learning activities that align with educational activities have more meaning for students. Similarly, working with individuals who are less fortunate helps students develop empathy and self-esteem. A summary of the study and findings can be found on the Education Dive website.

A new meta-analysis from Collaborative for Academic, Social, and Emotional Learning examines the effects of school-based social and emotional learning (SEL) programs. The study found some SEL interventions can have long-term positive academic and behavioral benefits for students.

A new research story from the Harvard Graduate School of Education examines students' abilities to exercise self-control. The story cites studies that found that voluntary agreements to restrictions or penalties are not enough to help students improve behaviors, even when students are motivated to change. The story suggests that educators work with students to co-create environments where students can engage in positive behavior and also give students a sense of agency in selecting strategies that can help them improve behavior.