Toolbox For SEL

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Toolbox for SEL

Coaching builds teachers' social and emotional strategies

By Laura Stickle, Rebecca Bailey, Gretchen Brion-Meisels and Stephanie Jones

Categories: Coaching, Social & emotional learning

December 2019

Vol. 40, No. 6

As research on the benefits of social and emotional learning (SEL) continues to grow, schools across the country are using formal SEL curricula to boost students’ skills. Such curricula have benefits for students’ social, emotional, behavioral, and academic outcomes, and the effects can last for up to three years post-intervention (Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011; Mahoney, Durlak, & Weissberg, 2018; Sklad, Diekstra, Ritter, Ben, & Gravesteijn, 2012). Yet, as with any type of instructional intervention, SEL materials and lessons are only part of the equation. Fully realizing robust SEL implementation and optimizing students’ social and emotional development require that school leaders support teachers to understand, model, and implement high-quality SEL practices in an ongoing way. Unfortunately, however, professional learning related to both children’s

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Authors

Laura Stickle, Rebecca Bailey, Gretchen Brion-Meisels, and Stephanie M. Jones

Laura Stickle (laura_stickle@gse.harvard.edu) is project coordinator and Rebecca Bailey (rebecca_bailey@gse.harvard.edu) is assistant director at the EASEL Lab at the Harvard Graduate School of Education. Gretchen Brion-Meisels (gretchen_brion-meisels@gse.harvard.edu) is lecturer on education and Stephanie M. Jones (stephanie_m_jones@gse.harvard.edu) is Gerald S. Lesser Professor in Early Childhood Development and director of the EASEL Lab at the Harvard Graduate School of Education.

References

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