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Social and emotional skills are learning skills
By Suzanne Bouffard
Categories: Social & emotional learningAugust 2018
Vol. 39 No. 4
Great teaching, including high-quality professional learning, can render the invisible visible. It can make the implicit explicit. In that spirit, this issue of The Learning Professional focuses on a core element of excellent teaching and learning that is not always stated explicitly or afforded time in educators’ busy schedules: social and emotional learning (SEL). In a recent national survey in the U.S., elementary school principals were asked to name their greatest concerns for schools and students today. The 10 most common concerns related to students’ social and emotional development. Those needs didn’t appear anywhere in the top 10 on the same survey a decade ago. Whether students’ needs have changed or we have simply become more aware of the role of social and emotional factors
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Suzanne Bouffard is senior vice president of communications and publications at Learning Forward. She is the editor of The Learning Professional, Learning Forward’s flagship publication. She also contributes to the Learning Forward blog and webinars. With a background in child development, she has a passion for making research and best practices accessible to educators, policymakers, and families. She has written for many national publications including The New York Times and the Atlantic, and previously worked as a writer and researcher at the Harvard Graduate School of Education. She has a Ph.D. in developmental psychology from Duke University and a B.A. from Wesleyan University. She loves working with authors to help them develop their ideas and voices for publication.
Categories: Social & emotional learning
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