This study confirms that longitudinal changes in students’ self-reported SEL skills reflect meaningful growth that predicts future academic and behavioral outcomes, rather than mere measurement noise.
This PACE report shows that while SEL disparities mirror academic inequities, some schools achieve exceptional growth, offering insight into practices that promote equitable social-emotional development.
This large-scale study finds that schools play a measurable yet modest role in shaping students’ social-emotional learning gains, emphasizing the importance of both school practices and external factors in SEL development.
This study demonstrates that social-emotional learning measures from the CORE Districts meaningfully predict academic achievement and offer valuable insight for educational improvement and equity efforts.
This large-scale study reveals important developmental trends and disparities in students’ social-emotional learning, emphasizing the need for targeted, evidence-based SEL supports across K–12 education.
