The burgeoning multidisciplinary field of social and emotional learning (SEL) now has a comprehensive and definitive handbook covering all aspects of research, practice, and policy. The prominent editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. Conceptual and scientific underpinnings of SEL are explored and its relationship to children's and adolescents' academic success and mental health examined. Issues in implementing and assessing SEL programs in diverse educational settings are analyzed in depth, including the roles of school-and district-level leadership, teacher training, and school-family partnerships.
“A very important volume for practitioners and policy makers. Until educators come to grips with the full meaning of SEL—its strong theoretical basis, the tools available for applying this knowledge in classrooms, and the very real impacts it produces for students—we will continue to see a disconnect between public education and the needs of the students and society it serves. This volume will be of tremendous use in graduate courses in teacher preparation, educational policy, assessment, school psychology, school counseling, leadership preparation, and program evaluation. Educators will do well to draw from the impressive evidence base and practical implications outlined throughout.”
—Robert C. Pianta, PhD, Dean, Curry School of Education, University of Virginia
“This is a terrific resource for those interested in researching, implementing, and evaluating SEL programs. The book describes the theoretical foundations of SEL and contains a wealth of practical guidance related to funding, cultural considerations, organizational readiness, assessment strategies, and implementation at various grade levels. It also presents new and exciting ways of thinking about SEL programs, such as considering their health benefits and economic impact. I recommend this book for graduate students in school psychology and counseling, as well as practitioners working to select and evaluate SEL programs.”
—Brian C. McKevitt, PhD, NCSP, Department of Psychology, University of Nebraska at Omaha
“The arrival of this authoritative handbook, edited and written by leaders in SEL, is a milestone and a solid indicator of the coming of age of this foundational field. The quite extraordinary breadth of integration it provides—of the history, research base, practice, and policy in SEL—will speak to an extremely wide audience at all levels. Policy makers, professionals, administrators, researchers, students, and indeed anyone who is concerned with the education of our children cannot fail to be both informed and inspired by the picture this volume paints and the challenges it raises. There can no longer be any question of why SEL matters.”
—Katherine Weare, PhD, Professor, School of Education (Emeritus), University of Southampton, United Kingdom
“This is the first-ever comprehensive overview of SEL. It brings together state-of-the-art theory, research, and practice in ways that are of immense relevance for both primary and secondary education. Contributors convincingly demonstrate and substantiate the intimate relationship between social-emotional and academic development.”
—René F. W. Diekstra, PhD, Emeritus Professor of Psychology, University College Roosevelt Middelburg; Professor of Youth and Development, The Hague University of Applied Sciences, The Netherlands
“An impressive, cutting-edge work. With superb breadth and depth, the Handbook showcases theoretical foundations, programming options, implementation specifics, and an optimistic vision for the future. Educators, mental health practitioners, scholars, administrators, and trainees will be motivated to fully explore this volume and discover current, relevant, and highly useful information. It will surely become the go-to resource in the field.”
—Barbara A. Gueldner, PhD, NCSP, private practice, Steamboat Springs, Colorado
About the Editors:
Joseph A. Durlak, PhD, is Emeritus Professor of Psychology at Loyola University Chicago. He has been a member of the editorial boards of several professional publications, has written or coedited four books on prevention, and has a longstanding interest in the welfare of children and adolescents. His current work focuses on how to facilitate the implementation of evidence-based SEL and prevention programs in local communities and schools. Dr. Durlak is a recipient of the Joseph E. Zins Award for Action Research in Social and Emotional Learning from the Collaborative for Academic, Social, and Emotional Learning (CASEL).
Celene E. Domitrovich, PhD, is Director for Research at CASEL and has academic affiliations with the University of Illinois at Chicago, Penn State University, and Johns Hopkins University. Her research and publications focus on the development of social and emotional competence in children, the role of teachers in children’s acquisition of these skills, and how these skills are related to success in school. Dr. Domitrovich is the developer of the Preschool PATHS Curriculum. She has served on the board of the Society for Prevention Research and is a recipient of the Joseph E. Zins Award for Action Research in Social and Emotional Learning from CASEL.
Thomas P. Gullotta, MA, MSW, is CEO of Child and Family Agency of Southeastern Connecticut, Inc., and a member of the Psychology and Education departments at Eastern Connecticut State University. He is editor emeritus of the Journal of Primary Prevention and serves on the editorial boards of the Journal of Early Adolescence, Journal of Adolescent Research, and Journal of Educational and Psychological Consultation. He has published extensively on adolescents and primary prevention. Mr. Gullotta is a recipient of the Distinguished Contributions to Practice in Community Psychology Award from the Society for Community Research and Action, Division 27 of the American Psychological Association.
Roger P. Weissberg, PhD, is NoVo Foundation Endowed Chair in Social and Emotional Learning and Liberal Arts and Sciences Distinguished Professor of Psychology and Education at the University of Illinois at Chicago. He is also Chief Knowledge Officer of CASEL. Dr. Weissberg has authored numerous publications on preventive interventions with children. He has received awards including the Distinguished Contribution Award for Applications of Psychology to Education and Training from the American Psychological Association, the Distinguished Contribution to Theory and Research Award from the Society for Community Research and Action, and the Daring Dozen Award from the George Lucas Educational Foundation, and is an elected member of the National Academy of Education.