A recent Education Week article highlights the findings of a meta-analysis of social and emotional learning programs in schools in the US -- this type of support improves the academic performance of students at a significant level:
Study Finds Social-Skills Teaching Boosts Academics
Sara D. Sparks, Education Week, 2/4/11
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. and Schellinger, K. B. (2011), The Impact of Enhancing Students' Social and Emotional Learning: A Meta-Analysis of School-ased Universal Interventions . Child Development, 82: 405–432. doi: 10.1111/j.1467-8624.2010.01564.x
"This article presents findings from a meta-analysis of 213 school-based, universal social and emotional learning (SEL) programs involving 270,034 kindergarten through high school students. Compared to controls, SEL participants demonstrated significantly improved social and emotional skills, attitudes, behavior, and academic performance that reflected an 11-percentile-point gain in achievement. School teaching staff successfully conducted SEL programs. The use of 4 recommended practices for developing skills and the presence of implementation problems moderated program outcomes. The findings add to the growing empirical evidence regarding the positive impact of SEL programs. Policy makers, educators, and the public can contribute to healthy development of children by supporting the incorporation of evidence-based SEL programming into standard educational practice."
Social Smarts website
An Evidence-based Approach to Fostering Positive Social Behaviors in the Schools (Havard Graduate School of Education)
CASEL: Collaborative for Academic, Social and Emotional Learning
CASEL's five core groups of social and emotional competencies:
- Self-awareness—accurately assessing one’s feelings, interests, values, and strengths; maintaining a well-grounded sense of self-confidence
- Self-management—regulating one’s emotions to handle stress, control impulses, and persevere in overcoming obstacles; setting and monitoring progress toward personal and academic goals; expressing emotions appropriately
- Social awareness—being able to take the perspective of and empathize with others; recognizing and appreciating individual and group similarities and differences; recognizing and using family, school, and community resources
- Relationship skills—establishing and maintaining healthy and rewarding relationships based on cooperation; resisting inappropriate social pressure; preventing, managing, and resolving interpersonal conflict; seeking help when needed
- Responsible decision-making—making decisions based on consideration of ethical standards, safety concerns, appropriate social norms, respect for others, and likely consequences of various actions; applying decision-making skills to academic and social situations; contributing to the well-being of one’s school and community
Interactive multimedia for social skills, understanding feelings, relaxation, and coping strategies.
Multimedia Instruction of Social Skills (CITed)