Although Social and Emotional Learning (SEL) is seen to benefit children and youth, evidence is largely built on summative trials of programmes, with little comparative insight into the specific approaches that underpin SEL. The current study sought to highlight a hitherto underutilized approach in identifying common SEL practices through the…

Although young children benefit from early learning environments, many children with developmental delay struggle to meaningfully interact, engage, participate in daily routines and activities, and learn new social skills without direct support from evidence-based interventions (EBI), activity-based instruction, or Division for Early Childhood of…

Cooperative learning is an evidence-based teaching strategy. In cooperative learning, teachers structure students' interactions and prepare them for cooperation so that students work together in small groups supporting each other's' learning processes. This study investigated whether the empirical evidence of the effectiveness of cooperative…

The use of evidence-based practices (EBPs) is a tenant of effective instruction for students with disabilities in general and special education classrooms. In fact, it is essential that teachers use EBPs across content areas as they would benefit all students and maximise opportunities for those with special needs. Often, students with…

In order to further understand what educators can do - and are doing - to build strong relationships, Transforming Education (TransformEd) has produced a series of briefs or "stories from the field" that are intended to share student and educator perspectives about developing and sustaining strong relationships within the classroom and…

In order to further understand what educators can do - and are doing - to build strong relationships, Transforming Education (TransformEd) has produced a series of briefs or "stories from the field" that are intended to share student and educator perspectives about developing and sustaining strong relationships within the classroom and…

"The Heart and Science of Teaching" shows readers why and how to connect essential social-emotional factors and critical cognitive aspects of learning for all students. Incorporating the latest research demonstrating that students really cannot learn well without social-emotional connections within their learning communities, the book…

The Aspen Institute's National Commission on Social, Emotional, and Academic Development united a broad alliance of leaders to speak with a unified voice about the urgency of integrating social and emotional development into the fabric of K-12 education. The commission convened a group of scientists, researchers, and academics across disparate…

Prosocial behaviors or voluntary acts intended to help or promote the wellbeing of others are learned skills that accumulating research suggests have implications not only for constructively navigating interactions, relationships, and school and other group contexts, but also for life in a civil society. Yet, strikingly, there is limited knowledge…

During early childhood, practitioners and family members are often tasked with determining optimal approaches to support social skill development in young children with developmental disabilities in inclusive and self-contained settings. Eight different evidence based approaches are highlighted (social narratives, scripting, pivotal response…

In recent decades, research and practice have shown that investing in a positive school-wide social culture is a key component of effective education. Evidence demonstrates that educators and students succeed when students are present, engaged, socially secure, and academically successful. Developed by 2M Research in conjunction with an expert…

High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle. We begin by…

Advocates of Oracy-Dialogics argue that it should play the major role in teaching and learning, yet it has also been argued that it plays little part in many teachers' pedagogic repertoire. This paper considers what is meant by Oracy-Dialogics. Then it describes research in a Cambridge Primary Review flagship school; it analyses the whole school…

It is difficult to imagine any classroom teacher who is not concerned with helping students develop skills to recognize and address their feelings, solve conflicts appropriately, help their peers, and contribute in positive ways to the world in which they live to some degree (Elias et al., 1997; Weissberg, Durlak, Domitrovitch, & Gullotta,…

Despite empirical evidence suggesting social-emotional learning (SEL) is critical for reducing risk behaviors and promoting mental health, prosocial behaviors, and academic achievement, SEL programs have not been routinely adopted in school settings (Durlak et al., 2011). Due to associated implications for adoption and implementation, recent…