This research addresses caregivers and infants in the infant class in the day-care centre. It focuses on an intervention programme with the goal of getting to know the attitudes of caregivers and examining their influence on infants. In the programme, the caregivers will be given the possibility of sharing with peers and of learning contemporary…

This is the technical appendix to a report that offers early lessons from an initiative focused on social and emotional learning (SEL) in elementary schools and out-of-school time (OST) programs. In 2016, in an effort to gain knowledge about how to help children develop SEL skills, The Wallace Foundation launched a six-year project called the…

As educators have become increasingly aware of the impact of trauma on the school success of children and youth, they have been investing in professional development about how to address childhood trauma in schools. However, evaluation to support evidence of impact are lacking. This Guide describes how to integrate trauma-informed approaches into…

The evaluation of psychosocial interventions in low income countries requires focus on cultural appropriateness, implementation, and the experiences of participants. This nested qualitative study follows a previous controlled trial that reported positive outcomes for students participating in the Living Well life skills intervention. The current…

In 2016, in an effort to gain knowledge about how to help children develop social and emotional learning (SEL) skills, The Wallace Foundation launched a six-year project called the Partnerships for Social and Emotional Learning Initiative (PSELI). The goals of PSELI are for students to experience reinforcing messages about SEL both in school and…

Principals are instructional leaders. In order to improve their skill base, they need to receive assistance through frameworks, models, and evidence that depicts best practices aligned to the needs of their school. Lesbian, gay, bisexual, transgender, and questioning (LGBTQ) students are likely to be in every classroom in every school in the…

Others' success can be a powerful motivation to innovate, which sometimes means finding new ways to return to beneficial activities. Finland's academic success has prompted many to explore that country's policies and practices, particularly regarding providing opportunities for children to enjoy more unstructured play.

This article outlines the challenges that military-connected students face and discusses ways in which school counselors may utilize each of the four components of the ASCA National Model to help this population. Finally, a case study is presented to demonstrate how school counselors may support military-connected students. Utilizing the ASCA…

The central message of this report is that principals across the United States understand how fundamental social and emotional learning (SEL) is to the development of students and their success in and out of school, but they need more guidance, training, and support to make solid and effective school-wide implementation a reality. Principals…

This article examines the impact of a service-learning program based on positive youth development and social and emotional learning principles in two high-poverty urban middle schools. A longitudinal mixed-methods design was implemented, and qualitative data analysis yielded unexpected results associated with the professional development of…

Studies of children growing up in poverty describe increasingly devastating effects on many areas of development (e.g., cognitive, linguistic, socio-emotional, affective, psychomotor). Teachers need to be aware of these findings; they also need to develop empathy for their students living in poverty. One way to do this is to experience a poverty…

The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review…

Social and emotional competencies are proving critical to students' success in the classroom and in life. Although the Every Student Succeeds Act (ESSA) does not explicitly reference social and emotional learning (SEL), this legislation in fact offers opportunities to support school-based SEL interventions. How is SEL supported by ESSA? Which SEL…

Schools are an important context for children's social and emotional development. In classrooms and other school settings, children and adolescents need to have skills such as managing negative emotions, being calm and focused, following directions, and navigating relationships with peers and adults. To build and support these skills, schools have…

This study describes the results of an evaluation of the Individualized Learning Intervention, a mentoring program for early childhood educators. This mentoring program includes 3 components: Mentor Teacher Seminar, Mentor teachers supporting professional development of Protege teachers throughout the school year, and Mentor coordinator meetings…