The Peterson Proactive Developmental Attention model (PPDA) offers a framework for understanding and addressing social and emotional concerns of high-ability students. This manuscript focuses on the developmental component, with emphasis on academic underachievement, with explanations and guidance for applying the developmental aspect of the PPDA…

Animal companionship has been found to have a positive influence on human well-being, and the presence of pets can have a subtle yet significant impact on the healthy development of students. Pet companionship takes various forms across different fields in China and other regions worldwide, and the impact of such companionship remains uncertain.…

School discipline policies are broadly intended to foster a high-quality learning environment by maintaining safety in the classroom; however, far too often, schools adopt measures that harm a student's social, emotional, academic, and in some cases, physical health and well-being. To create physically safe and emotionally supportive environments…

Social and Emotional Learning (SEL) is the process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, establish and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships and make responsible decisions.…

When a school weaves social-emotional learning throughout its curriculum and culture--both helping students tune in to emotions and teaching "emotional skills" for handling difficult feelings--students and teachers thrive. Brackett discusses ways to develop the emotional intelligence of everyone in the school and lists five key emotion…

Momentum has been growing across the country to support statewide implementation of social and emotional learning (SEL) in preschool through high school. In this brief we present an update on states' involvement in articulating goals and developing guidelines for student SEL. [Additional support for this work was provided by Pure Edge, Inc.]

The purpose of this scoping review is to critically examine previous research that connects three selected model-based practices (MBPs) to social and emotional learning (SEL) outcomes in K-12 physical education (PE) settings to inform a future research agenda for the field. A methodological framework involving the processes of inductive analysis…

It is very crucial to know how the notion of physical education is perceived by the Principals who are responsible for the school administration and to know the mission and visions they have put on these concepts. The aim of this study is to reveal the metaphoric perceptions of school Principals about physical education concept. The research group…

The Issue: Students need more than just academic knowledge to succeed in college, careers, and personal and public life. They need to understand their own skills and abilities, manage their emotions and behavior, communicate effectively, negotiate conflict, care about others, and make responsible decisions. Social and emotional skills undergird…

For much of the last two decades, the narrowed focus on raising test scores under No Child Left Behind left important aspects of education untended. Since 2016, when the Every Student Succeeds Act (ESSA) enabled a more comprehensive look at accountability, state leaders have heard growing demands for a whole-child approach that emphasizes…

Social distancing and school closures forced by the COVID-19 pandemic present extraordinary challenges for education. While the nation is just beginning to understand the impact of the last few months and what the months ahead will mean for students, families, and educators, the depth of students' connectedness to school and the quality of their…

"The Practice Base for How We Learn: Supporting Students' Social, Emotional, and Academic Development" outlines promising practices that show how students, teachers, parents, and administrators can integrate social, emotional, and academic learning in preK-12 education. The report, which represents the vision of the 34-member Council of…

The purpose of the Collaborating States Initiative (CSI) is to help state education agencies (SEAs) create statewide conditions that facilitate and encourage implementation of evidence-based approaches to social and emotional learning (SEL) in schools and districts. Because each state is unique, state teams must develop their own customized plans…

Since the Collaborative for Academic, Social, and Emotional Learning (CASEL) launched the Collaborating States Initiative (CSI) to support social and emotional learning (SEL) in 2016, participation has grown dramatically. CASEL initially planned to work with five states. In the past two years, the CSI team and its partners have worked with 25,…

Since the Collaborative for Academic, Social, and Emotional Learning (CASEL) launched the Collaborating States Initiative (CSI) to support social and emotional learning (SEL) in 2016, participation has grown dramatically. CASEL initially planned to work with five states. In the past two years, the CSI team and its partners have worked with 25,…