Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning

2020 ◽  
Author(s):  
Heather Schwartz ◽  
Laura Hamilton ◽  
Susannah Faxon-Mills ◽  
Celia Gomez ◽  
Alice Huguet ◽  
...  
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Out Of School

scholarly journals Book Review—Social and Emotional Learning in Out-of-School-Time: Foundations and Futures

2019 ◽  
Vol 14 (3) ◽  
pp. 222-225
Author(s):  
T. Nigel Gannon
Keyword(s):  
Youth Development ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Vantage Points ◽  
Made In ◽  
Out Of School

Social and Emotional Learning in Out-of-School Time: Foundations and Futures (Delaney & Moroney, 2018) offers a rich volume of experiences and voices of leadership in social and emotional learning (SEL) in out-of-school time (OST) settings. From various vantage points and with unique voices, the chapters address all stages of intentional SEL programming, including progress made in the field in clarifying and measuring the strength of SEL outcomes and identifying needed professional development. This is an important resource for students and practitioners of positive youth development, SEL, and OST learning environments. 

Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning: Executive Summary

2020 ◽  
Author(s):  
Heather Schwartz ◽  
Laura Hamilton ◽  
Susannah Faxon-Mills ◽  
Celia Gomez ◽  
Alice Huguet ◽  
...  
Keyword(s):  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Executive Summary ◽  
Social And Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Out Of School

scholarly journals Supporting the Out-of-School Time Workforce in Fostering Intentional Social and Emotional Learning

2020 ◽  
Vol 15 (1) ◽  
pp. 239-265 ◽  
Author(s):  
Jessica Zadrazil Newman
Keyword(s):  
Youth Development ◽  
Emotional Development ◽  
Social And Emotional Learning ◽  
Emotional Learning ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Out Of School Time ◽  
School Time ◽  
Learning Practices ◽  
Out Of School

Extensive research demonstrates that a qualified workforce is essential to out-of-school time program quality, which, in turn, is essential for positive youth development. Recently, the in- and out-of-school fields have witnessed an increase in attention to social and emotional learning practices and programs, yet less is known about how to support the adults who are engaged in the social and emotional learning process. A first step in supporting this workforce is to build the collective knowledge around what social and emotional learning is and what the practices are that support social and emotional development. We also believe there is a need to identify and describe the connection between what has been and what could be—that is, connecting youth development as a foundation for intentional social and emotional learning. We reviewed a selection of widely disseminated, research-based, practitioner-focused resources to identify the specific practices that promote social and emotional learning. This process elevated a set of 8 practices, which we delineated into 2 categories: foundational organizational practices and programmatic practices that support social and emotional development. In addition, we completed a comprehensive crosswalk of those practices with seminal youth development and out-of-school time resources to demonstrate the alignment and progression from youth development to social and emotional learning. This article describes the 8 social and emotional learning practices and highlights connections to foundational youth development practices. We conclude with a set of recommendations for the field leaders who must continue to support the workforce.

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