What Does Evidence-Based Instruction in Social and Emotional Learning Actually Look Like in Practice?

Linda Dusenbury, Sophia Calin, Celene Domitrovich, and Roger P. Weissberg
The Collaborative for Academic, Social, and Emotional Learning (CASEL)
Publication Date: 
Oct, 2015

In this brief we use the CASEL reviews of evidence-based programs to answer the question, “What do teachers and other adults actually need to do in the classroom and school to help students achieve the goals laid out in social and emotional learning (SEL) standards?” Specifically, we identify and describe four approaches that have been success-fully used to promote social and emotional development in students. One approach uses free-standing lessons that provide step-by-step instructions to teach students’ social and emotional competencies. The second approach uses general teaching practices to create classroom and schoolwide conditions that facilitate and support social and emo-tional development in students. A third approach integrates skill instruction or practices that support SEL within the context of an academic curriculum. The fourth approach provides school leaders with guidance on how to facilitate SEL as a schoolwide initiative. The identification of these four approaches and types of strategies that support each one should help school leaders and teachers develop a comprehensive plan for developing students’ social and emo-tional competencies.

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Workforce Development
Soft Skills