This short article begins with a case study describing implicit bias. This is followed by a brief overview of implicit bias and its impacts, inside and outside of school settings, based on research. The article ends with a list of resources to further understand and address implicit bias.
Evidence Base & Research
This report draws upon the findings of a nationally representative survey of 2,000 parents of K-12 students to understand what parents think about SEL, how they understand it, whether they see it as more help or hindrance, and whether they have any concerns about its implementation.
Understanding where parents agree or disagree and how their perspectives might split based on their racial, political, and religious backgrounds can help those on the ground to implement SEL in ways that reaffirm familial preferences, values, and priorities.
Findings include that there is broad support among parents across the political spectrum for teaching SEL-related skills in schools, although some terminology for describing these skills, including the term “social and emotional learning” itself, is fairly unpopular. The survey findings yield insights into which language and implementation strategies may appeal more to parents across the political spectrum.
The current labor market requires employees to have social and emotional skills more than any other recent trend in workforce demands, yet there is not clear alignment between the social and emotional skills developed in K-12 and workforce skills. This brief begins to define the relationship between social and emotional competencies and the skills today’s employers seek in the workplace for state and district policymakers, educators (e.g., classroom and CTE teachers), and the business community.
This work builds upon CASEL’s learning with states in the CASEL Collaborating States Initiative that are beginning to explore the relationship between SEL and workforce development.
This research brief investigates whether increasing student exposure to restorative practices can help reduce racial discipline and achievement gaps, with a review of a large sample of secondary students who completed the California Healthy Kids Survey between the 2013/14 and 2018/19 school years.
The analysis found that, across racial groups, students who had larger exposure to restorative practices saw less exposure to exclusionary discipline and better academic outcomes. Models also suggested that expanding restorative practices could bridge Black-White discipline disparities.
This report is part of a series that aims to provide a definitive account of the best available evidence on how the COVID-19 pandemic has affected America’s students. This research aims assess what we know about the pandemic’s effects on students’ academic progress, its effects on their mental health and social-emotional well-being, and its impact on students with disabilities.
This brief examines how trauma-sensitive schools (TSS) and SEL can be integrated and expanded — through shared understanding and vision, a readiness to integrate approaches, a shift in mindsets, joint implementation and evaluation, support of adult SEL, and an enhanced equity lens — to create safe, supportive, and culturally responsive schools that prevent school-related trauma and foster thriving, robust equity, and transformative learning.