This article reports on in-depth case studies of three urban, socioeconomically and racially diverse small public high schools, a student survey, and a comparison of student survey results to a national sample of students, Hamedani et al. investigate the ways in which school-wide social emotional learning can be implemented and how these efforts shape students’ educational experiences. Source:
Hamedani et al. SCOPE – Stanford Center for Opportunity Policy in Education, April 1, 2015Description:
Researchers in the field of social emotional learning are working to understand how schools can effectively implement and sustain practices that meet students’ social and emotional needs as well as provide them with the opportunity to learn adaptive skills and strategies to succeed both inside and outside of the classroom. Much of the existing research in the field has focused on elementary and, to a lesser extent, middle schools, where fostering social and emotional skills is often seen as part of the educational mission and early intervention is possible. As a result, little is known about what effective social emotional learning practice looks like at the high school level—a gap that this study seeks to fill. Access the full report here!