{"id":79581,"date":"2024-05-24T10:45:51","date_gmt":"2024-05-24T15:45:51","guid":{"rendered":"https:\/\/casel.org\/?post_type=blogposts&#038;p=79581"},"modified":"2024-12-03T14:48:41","modified_gmt":"2024-12-03T20:48:41","slug":"what-does-the-research-say-about-sel-academic-integration","status":"publish","type":"blogposts","link":"https:\/\/casel.org\/blog\/what-does-the-research-say-about-sel-academic-integration\/","title":{"rendered":"What Does the Research Say About SEL and Academic Integration?"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"key-points\"><strong>Key Points:<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<ul class=\"wp-block-list\">\n<li>We&#8217;re sharing key takeaways from the Igniting Lifelong Learning Webinar Series, Part 1.<\/li>\n\n\n\n<li>SEL and academics go hand-in-hand. When students know how to set goals, persist through challenges, and collaborate effectively, they are better prepared to learn and succeed academically.<\/li>\n\n\n\n<li>Key components of SEL and academic integration include quality student-teacher relationships, inviting students to engage in learning that is meaningful to them and their communities, and aligning social and emotional skills with academic standards.<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<p>Academic recovery continues to be a top priority in schools across the country. To support student learning, we need to deeply understand <em>how<\/em> students learn and progress, then use this knowledge to better support their academic achievement.<\/p>\n\n\n\n<p>CASEL\u2019s new three-part webinar series, <a href=\"https:\/\/casel.org\/events\/igniting-lifelong-learning-sel-academic-integration-three-part-series\/\" target=\"_blank\" rel=\"noreferrer noopener\">Igniting Lifelong Learning<\/a>, explores research, practice, and policy around academic instruction integrated with SEL, an evidence-based strategy for supporting and deepening student learning.<\/p>\n\n\n\n<p>On April 16, Ally-Skoog Hoffman, CASEL\u2019s Senior Director of Research &amp; Learning, kicked off the series by building a shared understanding of academic instruction integrated with SEL, exploring key components of doing this work effectively, and sharing examples alongside:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Dr. Sara Rimm-Kaufman, Commonwealth Professor of Education, University of Virginia<\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Dr. Joseph Polman, Professor of Learning Sciences and Human Development, Associate Dean for Research, University of Colorado Boulder, School of Education<\/li>\n<\/ul>\n\n\n\n<p>Watch the webinar recording below, or read on for key takeaways.<\/p>\n\n\n\n<p><iframe title=\"Igniting Lifelong Learning: SEL &amp; Academic Integration (Part 1 of 3)\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/D4-ob4wR6mM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe> <\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"what-exactly-is-academic-instruction-integrated-with-sel\"><strong>What exactly <\/strong><strong><em>is<\/em><\/strong><strong> \u201cacademic instruction integrated with SEL?\u201d<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n<div>\n\n<p>\u201cWe see SEL and academic integration when educators weave deep academic learning with opportunities for students to understand their own emotions, empathize with diverse perspectives, cultivate trusting relationships with teachers and peers, solve problems constructively, and make decisions while considering the needs of others.<br>\u201cIf I\u2019m a social studies teacher teaching a lesson focused on perspective-taking, or I\u2019m a science teacher and thinking about a science lesson that also takes aim at collaborating productively, like in a lab with a group, and really persisting through those challenges, that\u2019s where we see a nice marriage between SEL and academic achievement.\u201d<strong>\u2014Skoog-Hoffman<\/strong><\/p>\n\n<p><\/p>\n\n<p><em>Watch the full webinar to learn more about three main elements: student-centered approaches, alignment of SEL with academic objectives and benchmarks, and interactive pedagogy.<\/em><\/p>\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"what-does-the-research-say-on-sel-and-academic-integration\"><strong>What does the research say on SEL and academic integration?<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n<p>\u201cAgain and again, I see in so much of the research the power of high-quality student-teacher relationships on academic and behavior outcomes. With a lot of SEL programs, we see that they improve the quality of teacher-student relationships, which ends up being really important.<\/p>\n<\/div>\n\n\n\n<p>\u201cIt\u2019s also important to combine these caring classrooms with high expectations for learning and the opportunity for really rich learning experiences. We recently asked 45 students of color to tell us about a time when someone showed them respect, and one thing that came up was when their learning and growth was prioritized, when teachers really cared about the students\u2019 learning and demonstrated that. One middle school student said, \u2018When my old math teacher gave me harder math because I finished the other math really fast.\u2019 That really stands out in my mind as a message about the integration between social and emotional learning and academic learning.\u201d <strong>\u2014Rimm-Kaufman<\/strong><\/p>\n\n\n\n<p>\u201cResearch shows that SEL is critical to supporting not only academic recovery, but growth. It supports developmental skills including goal-setting, constructive problem-solving, responsible decision-making, motivation, self-management skills. Growth in these social and emotional skills supports academic growth, and <a href=\"https:\/\/casel.org\/fundamentals-of-sel\/what-does-the-research-say\/\" target=\"_blank\" rel=\"noreferrer noopener\">independent studies<\/a> have shown that SEL is a powerful tool for boosting academic achievement.&nbsp;<\/p>\n\n\n\n<p>\u201cA 2022 meta-analysis that involved over 500 studies and about a million students found that universal school-based SEL programs, from early childhood to high school, have consistent and positive impacts on student academic achievement and student attitudes. On top of that, we see that these impacts stand the test of time. A 2017 meta-analysis included over 80 studies and over 100,000 students worldwide and found that in follow-up studies conducted years after students participated in the interventions, their academic performance was on average 13 percentile points higher than those students who didn\u2019t participate.\u201d<strong>\u2014Skoog-Hoffman<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"what-does-sel-and-academic-integration-look-like-in-practice\"><strong>What does SEL and academic integration look like in practice?<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>\u201cIn a project called <a href=\"https:\/\/casel.org\/blog\/are-you-okay-checking-in-with-students-using-sel-exit-tickets\/\" target=\"_blank\" rel=\"noreferrer noopener\">Compose Our World<\/a>, we used a framework called CAPE, which stands for caring, advocacy, perspective taking, and empathy. That looks like inviting students to do projects that are meaningful to them and their families, and learning something that matters to them. Students then connected this to interdisciplinary learning and created media pieces that tried to make a difference by communicating information to others.&nbsp;<\/p>\n\n\n\n<p>\u201cFor example, several kids did projects related to smoking and the effects on individuals and communities. One of them had a grandfather who had been diagnosed with lung cancer. When kids start to see content in the classroom as important to their lives and to the people they care about, they begin to feel like they belong in a classroom. Because a classroom isn\u2019t just a place to learn stuff that doesn\u2019t feel like it relates to them. It\u2019s a place where they\u2019re integrating all this information in a rich, creative, problem-solving atmosphere where they navigate challenges with the help of their peers and their teacher, and then try to create projects that will make a difference.\u201d<strong>\u2014Polman<\/strong><\/p>\n\n\n\n<p>\u201cFourth grade students were creating electrical circuits and understanding how they work, understanding renewable and nonrenewable resources. You practically see a lightbulb go off as kids are learning about this: \u2018Wait a second, if we keep doing what we\u2019re doing, we won\u2019t have enough of these nonrenewable resources for the next century.\u2019 The kids want to leap into action, and a program we created called Connect Science offers a way to guide teachers and students to work together to figure out possible solutions to the problems they\u2019ve discovered. One classroom did what they called an \u2018energy carnival.\u2019 Their goal was to educate students and families about the issue of nonrenewable resources. They showed them what circuits were, talked about where electricity comes from, and gave solutions for what could be changed in people\u2019s homes. They even gave a survey at the end to see if their carnival had an impact on participants. Instead of just saying \u2018We\u2019ve got a problem,\u2019 and then moving on to the next unit, teachers are giving students the opportunity to learn SEL and engage with their community in a meaningful way to produce a change.\u201d<strong>\u2014Rimm-Kaufman<\/strong><\/p>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"what-do-you-say-when-educators-feel-that-they-dont-have-enough-time-for-sel\"><strong>What do you say when educators feel that they don\u2019t have enough time for SEL?<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>\u201cWhether you\u2019re thinking about it or not, you\u2019re already doing it. You\u2019re implicitly participating in and facilitating SEL, even if you\u2019re not explicitly planning how you\u2019re doing so. With that in mind, I would argue that by integrating SEL and doing it mindfully instead of doing it accidentally, you can actually do the things you\u2019re already trying to do better: things like greater engagement, greater equity, deeper learning that is relevant and meaningful to students.\u201d<strong>\u2014Polman<\/strong><\/p>\n\n\n\n<p>\u201cMany activities that are often considered SEL activities, like shared norms or shared rules in the beginning of the year, operate in ways that prevent problems down the road. So, it can be very proactive as opposed to reactive. And I would say, imagine that you\u2019re rolling out this new math lesson. What is it the students will need to be able to do for this lesson to go well? Do they need to listen to each other, take turns, manage feelings of anxiety while simultaneously engaging in challenging work? What are some of the social and emotional skills that students need to be able to bring to the table before they can do this lesson?\u201d <strong>\u2014Rimm-Kaufman<\/strong><\/p>\n\n\n\n<p><em>For more on SEL and academic integration, <\/em><a href=\"https:\/\/casel.org\/events\/igniting-lifelong-learning-sel-academic-integration-three-part-series\/\" target=\"_blank\" rel=\"noreferrer noopener\"><em>register<\/em><\/a><em> for the three-part Igniting Lifelong Learning webinar series. Join us on May 23 at 12 p.m. EDT for Part 2: School and classroom strategies that integrate SEL and academic learning.<\/em><\/p>\n\n\n\n<p><strong>Related Posts:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/casel.org\/blog\/inquiry-based-learning-what-happens-when-we-put-kids-in-control-of-their-learning\/\" target=\"_blank\" rel=\"noreferrer noopener\">Inquiry-Based Learning: What Happens When We Put Kids in Control of Their Learning?<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/lets-make-schools-places-where-students-want-to-be\/\" target=\"_blank\" rel=\"noreferrer noopener\">Let\u2019s Make Schools Places Where Students Want to Be<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/casel.org\/blog\/nurturing-tomorrows-leaders-by-making-sel-a-way-of-life\/\" target=\"_blank\" rel=\"noreferrer noopener\">Nurturing Tomorrow\u2019s Leaders by Making SEL a Way of Life<\/a><\/li>\n<\/ul>\n\n\n\n<h2 class=\"wp-block-heading\" class=\"wp-block-heading\" id=\"write-for-us\"><strong>Write for Us<\/strong><\/h2><a class=top href=\"#top\">Back to top<\/a>\n\n\n\n<p>Are you interested in writing for CASEL\u2019s blog, <em>Constellations<\/em>? <a href=\"https:\/\/docs.google.com\/document\/d\/1zSZFveKA8xsmlCADpfDP8t-y9emN0qswHQh1MnfmqBI\/edit\" target=\"_blank\" rel=\"noreferrer noopener\">Learn more<\/a> about what we\u2019re looking for and how to pitch your idea!<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Key Points: Back to top Academic recovery continues to be a top priority in schools across the country. To support student learning, we need to deeply understand how students learn and progress, then use this knowledge to better support their academic achievement. CASEL\u2019s new three-part webinar series, Igniting Lifelong Learning, explores research, practice, and policy [&hellip;]<\/p>\n","protected":false},"author":7,"featured_media":79582,"comment_status":"open","ping_status":"closed","template":"","theme":[203],"class_list":["post-79581","blogposts","type-blogposts","status-publish","has-post-thumbnail","hentry","theme-water-cooler"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts\/79581","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/blogposts"}],"about":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/types\/blogposts"}],"author":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/users\/7"}],"replies":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/comments?post=79581"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media\/79582"}],"wp:attachment":[{"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/media?parent=79581"}],"wp:term":[{"taxonomy":"theme","embeddable":true,"href":"https:\/\/casel.org\/wp-json\/wp\/v2\/theme?post=79581"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}