Literature circles undoubtedly foster literacy, but successful participation in literature circles requires students' social and emotional competence. The author presents findings from a study of a fifth-grade student who demonstrated socioemotional growth while participating in literature circles. Specifically, growth in intrapersonal and…

This brief applies value-added models to student surveys in the CORE Districts to explore whether social-emotional learning (SEL) surveys can be used to measure effective classroom-level supports for SEL. The authors find that classrooms differ in their effect on students' growth in self-reported SEL--even after accounting for school-level…

In the fall of 2019, 3,355 10-year-old students in the Houston Independent School District (HISD) students participated in the Study on Social and Emotional Skills (SSES), part of an international effort led by the Organization for Economic Cooperation and Development (OECD), with Houston serving as the only U.S. site. This report provides a…

A multisite cluster-randomized trial (by school) was conducted to examine the effects of a combined mental health literacy and dialectical behavior therapy skills program implemented by teachers on three protective factors related to social and emotional well-being. The sample of eight schools that were randomly assigned to intervention included…

Purpose: Within the framework of Health Promoting Schools "Up" is an intervention using a whole school approach aimed at promoting mental health by strengthening social and emotional competence among schoolchildren. Social and emotional competence is an integral part of many school-based mental health interventions but only a minority of…

This study aims to use an experimental research design to enhance teaching efficacy by social-emotional skills training in teachers. The statistical sample comprised of 68 elementary teachers (grades 4 and 5) with at least 10 years teaching experience and a bachelor's degree who were randomly assigned into control (18 female, 16 male) and…

Bullying prevention efforts have yielded mixed effects over the last 20 years. Program effectiveness is driven by a number of factors (e.g., program elements and implementation), but there remains a dearth of understanding regarding the role of school climate on the impact of bullying prevention programs. This gap is surprising, given research…

A longitudinal study of the implementation of a small-group affective curriculum involved Grades 5-8 in a school for gifted children. Teacher-facilitators' perceptions were of interest. Over time, significant positive change occurred for items related to the perceived need for an affective curriculum, impact on the school, and teachers' confidence…

The Office of Special Education and Student Services asked the Office of Shared Accountability to evaluate the "Facilitated Communication Pilot." In facilitated communication (FC), people with communication impairments express themselves by typing with the aid of a communication partner, called a facilitator, who provides physical (and…

Approximately 100 years ago, Clark Hetherington articulated the primary aims of physical education by identifying four separate areas: (1) psychomotor, which refers to motor skills; (2) organic, the fitness factor; (3) intellectual, or the cognitive component; and (4) character which refers to the affective domain. These categories can be used to…

The study reported here was begun in 1955 by a group of five staff members in the Elementary Schools Section, U. S. Office of Education. The purpose was to find out and report: (1) what research says about children a 9,10, and 11; (2) what educators say about today's children in grades 4, 5, and 6, and (3) some good educational practices for…