Among the 52 million Google links to Social and Emotional Learning are innumerable articles and websites largely unknown to the public, including unknown to almost all parents. Listed here are some selected resources for newcomers to the subject of fostering emotional intelligence along with relational and empathetic communication skills.
CASEL.org – (program ratings, articles, research, guides)
Edutopia.org – (articles, blogs, and information)
HelpGuide.org – (self-help tools for mental, emotional and social health)
promoteprevent.org – (articles, blogs and information)
Movethisworld.org – (blogs and information about learning)
https://safesupportivelearning.ed.gov – (overview of academic improvement and SEL)
sel4ma.org – The Massachusetts Social-Emotional Learning Alliance has had considerable success in advancing SEL in their state and offers practical information about SEL and a model for how to advocate for it in your state.
Center on the Social and Emotional Foundations for Early Learning – (focused on SEL for children from birth to age 5)
http://www.rci.rutgers.edu (Research lab on SEL )
http://ei.yale.edu/ruler/ (Research and Practice Schools devoted to cultivating Emotional Intelligence)
In addition to studies reported on our After SEL/Results page, the following are noteworthy:
Numerous research reports show that social and emotional learning (SEL) can have a positive impact on students’ academic performance. Edutopia’s SEL research review explores these reports and helps make sense of the results. In this series of four articles, researchers define social and emotional learning, review some of the possible learning outcomes, give recommendations of evidence-based programs, and tips for avoiding pitfalls when implementing SEL programs. There is also a comprehensive annotated bibliography with links to all the studies and reports cited in these pages.
Key Studies include: SEL impact on academic outcomes, SEL impact on equity & poverty, SEL impact on lifetime outcomes and SEL benefit-cost analysis
This study (2013) examines emotional intelligence as a predictor of intercultural communication apprehension among university students. Results indicate that three of the emotional intelligence subscales predict intercultural communication apprehension: emotionality, sociability, and self-control. These results support the premise that emotional intelligence manages and/or reduces intercultural communication apprehension and therefore should be integrated in business curriculum.
This 2012 study talks about how schools promote emotional well-being among their pupils. It has findings from a national scoping survey of mental health provision in England, involving 599 primary and 137 secondary schools. The findings have implications on the use of preventive versus reactive approaches, staff training and consultation, use of evidence-based practice in schools and joint care pathways.
Contemplative science is a transdisciplinary project aimed at understanding the effects of various kinds of mental and physical training (such as mindfulness meditation and tai chi) on the body, brain, and mind at different stages of the lifespan. This Special Section introduces readers to new applications of contemplative science in the areas of child development and education.
The Potential Benefits of Mindfulness Training in Early Childhood: A Developmental Social Cognitive Neuroscience Perspective.
The Birmingham (England) Brighter Futures strategy was informed by epidemiological data on child well-being and evidence on “what works,” and included the implementation and evaluation of three evidence-based programs in regular children’s services systems. All the programs involving children of different age groups showed them at a risk of a social-emotional or behavioral disorder.