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Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning
Table of Contents
Document
- Author(s)
- Heather L. Schwartz, Laura S. Hamilton, Susannah Faxon-Mills, Celia J. Gomez, Alice Huguet, Lisa H. Jaycox, Jennifer T. Leschitz, Andrea Prado Tuma, Katie Tosh, Anamarie A. Whitaker, and Stephani L. Wrabel
- Publisher(s)
- RAND Corporation
Page Count
107 pages
- DOI Link
- https://doi.org/10.7249/RRA379-1
Implementation Tips
- Focus on developing both students' and adults' social-emotional skills.
- Define those skills and plan the needed supports from school districts and OST intermediary organizations.
- Develop a common language for SEL that can build shared understanding of the terminology among school and OST staffers.
- Set aside staff time for clear and frequent communication.
- Document and formalize SEL routines and practices. For example: protected time for SEL in the school/OST schedule.
- When planning SEL efforts, leaders should anticipate that lack of time, staff turnover, and unexpected events might slow implementation.
- Staff can benefit from professional development that is ongoing, customized, and provided by coaches with prior expertise in the relevant setting (school or OST program).
- Because it can take several years to implement SEL efforts effectively, funders and policymakers should offer encouragement and incentives for educators to persevere and to craft realistic implementation plans.
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