{"id":10313,"date":"2020-11-11T06:00:00","date_gmt":"2020-11-11T10:00:00","guid":{"rendered":"http:\/\/www.coreeducationllc.com\/blog2\/?p=10313"},"modified":"2020-11-11T06:56:56","modified_gmt":"2020-11-11T10:56:56","slug":"adult-sel-skills-a-foundation-for-building-student-sel-skills","status":"publish","type":"post","link":"https:\/\/www.coreeducationllc.com\/blog2\/adult-sel-skills-a-foundation-for-building-student-sel-skills\/","title":{"rendered":"Adult SEL Skills: A Foundation for Building Student SEL Skills"},"content":{"rendered":"\n
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Schools and out-of-school time (OST) programs across the United States are increasingly prioritizing and implementing practices to support children\u2019s social and emotional development. A new report from the RAND Corporation provides early implementation lessons from six communities about how to enact social and emotional learning (SEL) in elementary schools and in OST programs. These communities participate in a Wallace Foundation\u2013 funded initiative called the Partnerships for Social and Emotional Learning Initiative (PSELI). Through PSELI, The Wallace Foundation seeks to explore whether and how children will benefit if adults in schools and OST programs collaborate to improve climate and to foster SEL that is mutually reinforced during and outside the school day, as well as what it takes to do this work. <\/p>\n\n\n\n

Findings are organized into the following four topics: <\/p>\n\n\n\n

  1. Executing system-level activities to launch and coordinate SEL work across multiple sites <\/li>
  2. Developing district-OST and school-OST partnerships <\/li>
  3. Developing adults\u2019 capacity to promote SEL <\/li>
  4. Improving climate and delivering SEL instruction to students. <\/li><\/ol>\n\n\n\n

    As an example, findings related to the need to develop adults\u2019 capacity to promote SEL include the following:<\/p>\n\n\n\n