So-called "summer melt" is long studied in the academic world, but students' social and emotional development may also regress when they are not in school, according to new findings presented at the American Educational Research Association meeting.
Recently in Social-Emotional Learning Category
April 12, 2016
March 17, 2016
Even well-tested measures of students' non-cognitive and social-emotional skills create unknowns and potential problems when used in high-stakes accountability, a researcher writes.
March 14, 2016
Encouraging students' growth mindset is about more than just praising raw effort, Stanford Professor Carol Dweck said at an Education Week event. Read some tips and watch her full remarks here.
March 11, 2016
Technology can help promote development of character traits and such skills as communication and cultural awareness, according to a new report from the World Economic Forum and the Boston Consulting Group.
February 22, 2016
Parsing through studies of 54 interventions at the primary school level, researchers from the University of Groningen, in the Netherlands, examined four different methods for improving classroom management.
January 28, 2016
A new guide looks at what qualities help after-school programs nurture social and emotional skills in students.
December 13, 2015
While significant changes to gun laws have not materialized since the Sandy Hook shootings, the ways in which many educators, parents, and community members talk about and act on student safety has been profoundly reshaped.
December 10, 2015
As states prepare to expand their accountability systems to consider more non-academic data, California's CORE districts will share their social-emotional learning measures to help inform their decisions.
November 25, 2015
The principal of an elementary school located near a police precinct where five protesters were shot this week reassured her students in an emotional morning announcement.
November 23, 2015
Draft language for a new Elementary and Secondary Education Act seems to open the door for the use of noncognitive factors and student engagement in state accountability systems. But researchers say measures of such traits are imperfect.