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Although research exists that social-emotional learning has plenty of benefits — like a December 2015 Duke University study that found teaching at-risk students skills like self-control could help prevent run-ins with the law later in their lives — it's important that accountability metrics keep up with the rise of such "soft skill" learning. Social-emotional learning is heavily subjective, and if more districts adopt the learning approach, objective evaluation will have to be introduced in order to maintain equity among students.
These “soft skills” associated with emotional intelligence are more likely than academic skills to keep students from running afoul of the law, and they play a key role in certain initiatives aimed at high-risk students. The program Fast Track, which took kids identified as high-risk for developing aggressive behavioral problems and taught them interventionist social and self-regulation skills, helped such students greatly. And special ed students in particular stand to gain academic rewards from learning character-building and personal development skills.
Education Week : Scholars: Better Gauges Needed for 'Mindset,' 'Grit'
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