Social Emotional Learning For School, Work, Life : Web Sites

Systematic whole school implementation of SEL encourages save, supportive school communities in which all young people are valued. When a school’s culture is based on students’ strengths, providing tiered supports as needed, all student in the school community benefit.

The mission of the New York State Education Department is “to raise the knowledge, skill, and opportunity of all people in New York.” In alignment with this mission, every public school seeks to graduate students who are prepared for college, career, and responsible citizenship in the 21st century. In addition to academic content and skill development, schools must address many contextual factors, including physical and mental health, safety, socioeconomics, culture, and the focus of this paper, social emotional learning (SEL).

The intent of this document on social-emotional development is to provide guidance to the wide variety of professionals who touch the lives of infants and toddlers and their families across the broad array of early childhood programs and services.

A listing of documents that answer a variety of questions about SEL.

The Center on the Social and Emotional Foundations for Early Learning (CSEFEL) is focused on promoting the social emotional development and school readiness of young children birth to age 5. CSEFEL is a national resource center funded by the Office of Head Start and Child Care Bureau for disseminating research and evidence-based practices to early childhood programs across the country

The Center on the Developing Child’s diverse activities align around building an R&D (research and development) platform for science-based innovation, and transforming the policy and practice landscape that supports and even demands change. We do this because society pays a huge price when children do not reach their potential, because half a century of policies and programs have not produced breakthrough outcomes, and because dramatic advances in science are ready to be used to achieve a promising future for every child.

The Greater Good Science Center studies the psychology, sociology, and neuroscience of well-being, and teaches skills that foster a thriving, resilient, and compassionate society.

CCARE investigates methods for developing compassion and promoting altruism within individuals and society through rigorous research, scientific collaborations, and academic conferences. In addition, CCARE provides compassion training programs and teacher training as well as educational public events and programs.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) is a trusted source for knowledge about high-quality, evidence-based social and emotional learning (SEL). CASEL supports educators and policy leaders and enhances the experiences and outcomes for all PreK-12 students.

Find and share resources for creating a healthy school culture by helping students develop skills to manage their emotions, resolve conflicts, and make responsible decisions.

These robust, ready-to-use classroom lessons offer breadth and depth, spanning essential social justice topics and reinforcing critical social emotional learning skills.

The OSEP Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS) was initially funded in 1998. In October of 2018 a new five-year funding cycle was launched. The purpose of the new Center is to improve the capacity of SEAs, LEAs, and schools to establish, scale-up, and sustain the PBIS framework to (a) scale up tier 2 and 3 systems to improve outcomes for students with or at-risk for disabilities, (b) enhance school climate and school safety, and (c) improve conditions for learning to promote the well-being of all students.

Emotions Matter. This belief is the core of our work. We conduct research and offer trainings that support people of all ages in developing emotional intelligence skills. We do this work because the well-being and sustainability of our society depends on each of us using our emotions wisely.