Research Roundup: Social and Emotional Learning

Welcome to Research Roundup. The purpose of this recurring column is to make the vast amount of research related to youth and families accessible to you.

While preparing the Research Roundup on Social and Emotional Learning for the Winter issue of YALS, I learned that there would be a flurry of publishing in late 2018 and early 2019 in the field of social and emotional learning. This update highlights some of these developments:

  • The Aspen Institute’s National Commission on Social, Emotional, and Academic Development released From a Nation at Risk to a Nation of Hope in January 2019. It is the result of two years of study and conversations with experts, practitioners, and parents across the nation. It provides synthesis, case studies and recommendations for future work.  The report makes six recommendations:
    • Set a clear vision that broadens the definition of student success to prioritize the whole child.
    • Transform learning settings so they are safe and supportive for all young people.
    • Change instruction to teach students social, emotional, and cognitive skills; embed these skills in academics and school wide practices.
    • Build adult expertise in child development.
    • Align resources and leverage partners in the community to address the whole child.
    • Forge closer connections between research and practice by shifting the paradigm for how research gets done.
  • CASEL’s Measuring SEL: Using Data To Inspire Practice has published a number of research briefs. I found this brief particularly useful: Equity & Social and Emotional Learning: A Cultural Analysis. Measuring SEL also hosted two design challenges, which give you the chance to learn about SEL assessment tools developed by practitioners.
  • In December 2018, the Robert Wood Johnson Foundation published an issue brief Social and Emotional Development Matters: Taking Action Now for Future Generations which gives an overview of key findings and links to reports on specific aspects of SEL that the foundation developed from 2017 until now.
  • The University of Minnesota recently updated its SEL Toolkit. The toolkit uses the Ways of Being SEL Model developed by the University of Minnesota. It focuses on youth in middle school, but provides many activities that can be adjusted for other ages. Many of these activities are applicable to out-of-school time programming.

Submitted by Committee member Bernie Farrell.

Future Ready with the Library: Bringing Social Emotional Learning to Teens, Families, & Community

This post was written by YALSA Future Ready with the Library Cohort 2 member Vicki Bartz, County Librarian, Ortonville and Graceville (MN) Public Library.

SEL wheel created by CASEL - https://casel.org/what-is-sel/For the Ortonville and Graceville (MN) Library’s Future Ready with the Library project I am working with a committee of family and community members to develop our college career readiness services for middle school youth and their families. The planning process has been interesting as we learn how best to connect with the schools and other community members to develop a successful service. We want to focus on middle school social emotional learning as a step towards college career success. However, while some of those we are working with see great value in helping middle school teens gain social emotional skills in order to prepare for life success, others have not been so certain that this focus is important to this work.

After working with our planning committee we decided to host a meeting of parents and teens with a focus on social emotional learning. At the meeting we talked with parents about the five skills teens need in order to be successful in life. As we had this discussion with parents, the middle schoolers worked on the 5 Love Languages Mystery Game. This game gives young people the chance to think about what they most would like to recieve from a caring adult – a hug, having someone else clean their room, getting a surprise, and so on. From this teens gain an understanding of the types of support they would like to receive from adults.
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Future Ready with the Library: The Power of Index Cards

This blog post is adapted from a Future Ready with the Library Community of Practice reflection by Amanda (Mandy) Bundy, Kaibab Paiute Tribal Library; Fredonia, AZ, Mandy is a member of the second cohort of the YALSA Future Ready with the Library project. Future Ready with the Library provides support for small, rural, and tribal library staff to build college and career readiness services for middle school youth. You can read more posts by current and previous project cohort members on this blog.

Mandy’s post is available in three parts
* Part 1 – Introduction
* Part 2 – Weeks 1 to 3
* Part 3 – Weeks 4 to 6
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Teen Services Competencies for Library Staff: Social Emotional Learning

cover of teen services competencies for library staffFor over a year I’ve been thinking a lot about libraries and social emotional learning (SEL). In part because many school systems are developing curriculum (or integrating SEL into curriculum), in part because it’s something that library activities support – even if library staff don’t think of what they do in that way, and in part because the new Teen Services Competencies of Library Staff include Dispositions and Content Areas that strongly connect to SEL.

The most recent edition of the Future of Children journal notes, in the introduction to the issue:

Researchers, educators, and policymakers alike have trouble pinning down exactly what’s included in this broad domain—and what isn’t. The popular press has highlighted a wide array of skills, such as grit, empathy, growth mindset, social skills, and more. At its core, SEL involves children’s ability to learn about and manage their own emotions and interactions in ways that benefit themselves and others, and that help children and youth succeed in schooling, the workplace, relationships, and citizenship.”

Think about that. Wouldn’t you say. that in order for youth to gain SEL skills they need adults in their lives who help them to “learn about and manage their own emotions and interactions in ways that benefit themselves and others, and that help children and youth succeed in schooling, the workplace, relationships, and citizenship?” These adults include library staff and teachers along with family members, caregivers, community members and so on.
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