A review of the literature on social and emotional learning for students ages 3-8: Implementation strategies and state and district support policies (part 2 of 4)

Title:	A review of the literature on social and emotional learning for students ages 3-8: Implementation strategies and state and district support policies (part 2 of 4)
Description:	This is the second in a series of four related reports about what's known about social and emotional learning (SEL) programs for children ages 3-8. The purpose of the report series is to summarize the benefits of SEL in early childhood, and identify the characteristics of SEL interventions that are effective in school contexts. Responding to a need expressed by the Early Childhood Education Research Alliance, the research team conducted a systematic review and synthesis of recent research reviews and meta-analyses on the topic of SEL. This report is a review of the literature on the implementation strategies that support SEL programming, including a cycle of continuous improvement. It also presents state and district policy supports for SEL programming, such as engaging stakeholders, assessing resources and needs, adopting evidence-based SEL programs, integrating SEL into teacher and administrator evaluation systems, and developing comprehensive, freestanding SEL learning standards.
Online Availability:	Download, view and print the report as a pdf file. (359KB)
Cover Date:	February 2017
Web Release:	February 23, 2017
Print Release:	February 23, 2017
Publication #:	REL 2017246 General Ordering Information
Center/Program:	REL
Associated Centers:	NCEE
Authors:	Rosemarie O'Conner, Jessica De Feyter, Alyssa Carr, Jia Lisa Luo, and Helen Romm: ICF International
Type of Product:	What's Known
Keywords:	Achievement Elementary Education Kindergarten Prekindergarten Outcomes Preschool Students • social factors
Questions:	For questions about the content of this What's Known, please contact: Amy Johnson.