Supports for Social and Emotional Learning in American Schools and Classrooms: Findings from the American Teacher Panel
Laura S. Hamilton and Christopher Joseph Doss; RAND
RAND researchers present results from a spring 2019 survey of a nationally representative sample of K–12 public school teachers about their approaches to supporting students’ social and emotional learning (SEL) and the factors that might influence those approaches. The authors explore teachers’ SEL practices, including both classroom- and school-level approaches. The authors also examine teachers’ beliefs about SEL, their emotional well-being, professional development related to SEL, school-level supports for SEL, and district and state SEL standards.
In addition to the full report, a research brief is available here.