The merits of social-emotional learning skills, or SELs, have been touted several times on this blog in previous posts [“Self-Regulation Tips for Educators”, “Self-Regulation: Essential to Academic Success”] .  The research conclusions are strong and indicate that self-regulation and other social-emotional strategies have been shown to help with better coping skills, better attention, and even a decrease in violence among students with good SEL skills.

In his article “How to Effectively Develop Social-Emotional and Reflection Skills,” on the Edutopia website, Maurice Elias summarized strategies for educators to consider when implementing SEL skills in the classroom.  Dr. Elias is a professor and the director of the Developing Safe and Civil Schools Initiative and the Rutgers Social and Emotional Learning Laboratory, which “is dedicated to conducting action-research in public, private, and religious school settings for the purpose of building children’s skills for facing the tests of life, and not a life of tests.”  The Lab’s website includes information about current projects that includes descriptions and some downloads of entire curricula.

Learn more about this topic as Dr. Elias discusses his book for educators on this subject:

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