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A review of the literature on social and emotional learning for students ages 3-8: Implementation strategies and state and district support policies (part 2 of 4)

Resource Type: Literature Review
Author(s): O'Conner, Rosemarie; De Feyter, Jessica Johnson; Carr, Alyssa; Luo, Jia Lisa; Romm, Helen;
Date Issued: February, 2017
Publisher(s): Regional Educational Laboratory Mid-Atlantic
Description: Social and emotional learning (SEL) is the process by which children and adults learn to understand and manage emotions, maintain positive relationships, and make responsible decisions. This is the second in a series of four related reports about what is known about SEL programs for students ages 3-8. The report series addresses four issues raised by the Regional Educational Laboratory (REL) Mid-Atlantic's Early Childhood Education Research Alliance: characteristics of effective SEL programs (part 1), implementation strategies and state and district policies that support SEL programming (part 2), teacher and classroom strategies that contribute to social and emotional learning (part 3), and outcomes of social and emotional learning in different student populations and settings (part 4). This report offers guidance on program implementation and identifies trends in integrating this learning at the state, district, and school levels. (author abstract)
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Funder(s): Institute of Education Sciences (U.S.)
Source: (REL 2017-246). Washington, DC: Regional Educational Laboratory Mid-Atlantic. Retrieved from https://ies.ed.gov/ncee/edlabs/regions/midatlantic/pdf/REL_2017246.pdf
Note: This report was prepared by Regional Educational Laboratory Mid-Atlantic administered by ICF International.
Topics: Programs, Interventions & Curricula > Interventions/Curricula > Social & Emotional

Policies > Child Care & Early Education Policies

Service Delivery > Child Care & Early Education Services
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