Schools that prioritize social-emotional learning are working under a particular premise, that teachers should manage student behavior beyond immediate compliance, working to shape more responsible and empathetic people, writes Liana Heitin in October 2013 in Education Week Teacher. This notion is gaining traction. Schools around the country now use programs like Responsive Classroom, Second Step, and the 4R's to teach young students to recognize and regulate emotions, understand others' perspectives, resolve conflicts, and build relationships. Evidence indicates such programs have positive results. In a meta-analysis of 213 research-based social-emotional learning (SEL) programs, the Collaborative for Academic, Social, and Emotional Learning found they boost student achievement, as measured by standardized tests and school grades, by an average of 11 percentile points. SEL programs also reduced conduct problems and emotional distress, and improved students' attitudes "about themselves, others, and school." SEL programs also focus on students repairing damage when they misbehave, rather than simply enduring punishment. Still, Tom Roderick, creator of the 4R's SEL program, stresses that "this is not about therapy. It's about teaching kids skills and giving opportunities to practice and apply them to real, life situations. A class meeting is not therapy -- it's problem-solving." More

Source:  Public Education News Blast

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