This report defines school and classroom climate and describes how it differs from similar concepts, such as culture and context. The report then discuss the strengths and weaknesses of various methods that are conventionally used to assess school and classroom climate, explores important considerations when assessing school climate, and includes a list of resources with additional information on various instruments for school climate assessment.
Evidence Base & Research
This report describes organizational best practices and classroom strategies to promote SEL learning across all grades and student groups.
Section I: Overview of SEL reviews key SEL competencies and research into the link between SEL and academic achievement.
Section II: SEL Instruction discusses SEL instructional strategies and curricula, as well as the integration of restorative justice into a district-wide SEL framework.
Section III: SEL Implementation discusses organizational aspects of an SEL program, including planning, professional development, staffing, resources, and evaluation.
The S.D. Bechtel, Jr. Foundation, with facilitators from Turnaround for Children, present this webinar on developing the whole child.
- Learning about the core principles from neuroscientific, developmental, and learning science research.
- Understanding the critical role that context (the environments, relationships, and experiences to which children are exposed) plays in brain development
- Considering how a negative context – specifically stress and trauma – can impact children’s development
- Exploring how to apply what we know from the science to build positive contexts around children
This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. The resource synthesizes evidence regarding well-vetted strategies that support the kinds of relationships and learning opportunities needed to promote children’s well-being, healthy development, and transferable learning. In addition, the article reviews research regarding practices that can help educators respond to individual variability, address adversity, and support resilience, such that schools can enable all children to find positive pathways to adulthood.
As schools strive to develop a systematic approach to meeting the social, emotional, and behavioral (SEB) SEB health of all students, often with limited resources and competing priorities, there is a need for responsive, efficient, and effective systems and data to improve outcomes. Universal SEB screening is one component of such a comprehensive approach and is increasingly being adopted by schools and districts across the country. The purpose of this guide is to summarize the current state of research and practice related to universal SEB screening and provide practical and defensible recommendations
This report describes the state of the field of student social and emotional competence assessment and envisions the conditions in which the field can continue to develop in ways that tangibly benefit teaching and learning.
This report was created by the SEL Assessment Work Group (AWG), a group of scholars, test developers, and educators focused on supporting high-quality social and emotional competence assessment. The AWG aims to bring conceptual clarity to the field, provide guidance to the field about what high-quality practical assessments are currently available, and stimulate further advances in the field of applied SEL assessment.