School leaders have recently been asked to consider how to support the social and emotional learning (SEL) of their students. How this can be done effectively is the subject of a recent brief, "Preparing for Effective SEL Implementation," by the EASEL (Ecological Approaches to Social Emotional Learning) Lab at Harvard University.
Several studies have shown that school-based programming in SEL is linked to a number of positive outcomes such as academic achievement and emotional well-being. But sometimes these programs don't make as much of a difference as prior evidence would suggest. The brief by Stephanie Jones and her team at EASEL, commissioned by the Wallace Foundation, posits that problems in the implementation phase can lead to less powerful results.