Social and Emotional Learning
Social and emotional learning is the field that analyzes the ways in which children process and develop social and emotional competencies. The premise being that children learn best within a context that involves supportive relationships, challenging and innovative learning environments, and settings that promote good citizenship and work habits. SEL programming is used across age groups to help prevent, disrupt and dissuade youth from engaging in many risk behaviors while at the same time promoting skill sets that focus on positive activities, planning and relationship building. Although SEL programming is often times used as a broad, inclusive umbrella for youth programs, it’s outcomes are often associated with youth self-awareness, self-management, social awareness, relationship skills and responsible decision-making.
This paper began with a conversation about children. At Turnaround for Children, they wanted to understand how children acquire the skills and mindsets for learning. Which skills do we need to build in children for them to be successful in school? And if we know what they are, can they be taught? How does growing up with adversity impact the acquisition of these critical skills?
“Don’t Call Them Dropouts,” a report by America’s Promise Alliance based on research conducted by its Center for Promise at Tufts University, was funded by Target. In the largest nationwide study of its kind to date, young adults who left high school without graduating spoke at length about their experiences and the reasons they did not complete high school on time. As the nation reaches the all-time high of an 80 percent on-time high school graduation rate, this report listens deeply to what the remaining 20 percent say is happening in their lives, and what they need to stay in school.
In a survey of 289 Maryland families with young children (ages 0-6) who recently applied for the Temporary Assistance for Needy Families (TANF) program, parents were asked their views on what is important to the overall quality of a child care arrangement. Researchers focused on four aspects of child care quality: 1) strategies to support children’s social and emotional development, 2) strategies to implement developmentally appropriate instructional practices, 3) family-sensitive caregiving practices, and 4) cultural responsiveness.
This report is a compendium to the framework that emphasizes three important messages: 1) there is an evidence base for the policy areas and policy foundations identified in the Birth through Eight State Policy Framework; 2) the years starting at birth and continuing through age eight are a critical time for achieving good health, strong families, and better learning outcomes in early childhood and later in life; and 3) the supports and experiences that children receive have a cumulative effect—each experience influences the next and sustains previous growth and development.
High levels of teen childbearing among Hispanics highlight the need for efforts to help delay and reduce levels of sexual activity and increase contraceptive use. The relatively low levels of contraceptive use among Hispanics suggests the need for interventions that promote knowledge of, comfort with, and access to a range of highly-effective contraceptive methods. To be most effective, these efforts should be combined with efforts to delay sexual activity and be targeted to teens prior to their initiating sex or having children