Research on social-emotional learning, school climate and bullying

Research is clear that when children and youth receive direct instruction in social-emotional skills, see those skills and concepts integrated into their daily learning, and experience instructional strategies which model the same skills and concepts they have been taught, they experience less personal stress, exhibit more positive and fewer negative behaviors, including bullying, and achieve at higher levels at school and in life.

Here is a sample of some of the research on social-emotional learning, school climate and bullying:

• Edutopia’s Social and Emotional Learning Research Review
• The Coalition for Academic, Social and Emotional Learning (CASEL) meta-analysis
• Handbook of Social and Emotional Learning Research and Practice
• The Economic Value of Social and Emotional Learning
• Center on Great Teachers and Leaders Research to Practice Brief
• National Center on School Climate School Climate Research Summary
• Harvard Graduate School of Education Social Policy Report
• What Kids Can Do, Center for Youth Voice in Policy and Practice
• National Education Association Research Brief on School Climate
• American Educational Research Association Review of School Climate Research
• Centers for Disease Control and Prevention (CDC) Bullying Research
• StopBullying.gov effects of bullying
• Schott Foundation for Public Education Toolkit for Restorative Practices
• Preventing Bullying Through Science, Policy, and Practice
• The Arts in Early Childhood: Social and Emotional Benefits of Arts Participation
• The Relationship Between Bullying and Suicide: What We Know and What it Means for Schools (CDC)
• Making Whole-Child Education the Norm