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The Scientific Base Linking Social and Emotional Learning to School Success

The Scientific Base Linking Social and Emotional Learning to School Success,10.1080/10474410701413145,Journal of Educational and Psychological Consult

The Scientific Base Linking Social and Emotional Learning to School Success   (Citations: 57)
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Schools will be most successful in their educational mission when they inte- grate efforts to promote children's academic, social, and emotional learning (Elias et al., 1997). There is general agreement that it is important for schools to foster children's social-emotional development, but all too often educa- tors think about this focus in a fragmented manner, either as an important end in itself or as a contributor to enhancing children's health (e.g., drug prevention), safety (e.g., violence prevention), or citizenship (e.g., service learning). Although social and emotional learning (SEL) plays important roles in influencing these nonacademic outcomes, SEL also has a critical role in improving children's academic performance and lifelong learning. This chap- ter and book make a compelling conceptual and empirical case for linking SEL to improved school attitudes, behavior, and performance. Intrinsically, schools are social places and learning is a social process. Students do not learn alone but rather in collaboration with their teachers, in the company of their peers, and with the support of their families. Emo- tions can facilitate or hamper their learning and their ultimate success in school. Because social and emotional factors play such an important role, schools must attend to this aspect of the educational process for the benefit of all students. Indeed most do. There is a long history of schools focusing on areas such as social responsibility and moral character (e.g., Jackson, 1968), and learning and behaving responsibly in the classroom have been seen as causally related. Researchers have found that prosocial behavior in the classroom is linked with positive intellectual outcomes (e.g., DiPerna & Elliott, 1999; Feshbach & Feshbach, 1987; Haynes, Ben-Avie, & Ensign,
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