Social and Emotional Learning and Traditionally Underserved Populations. Policy Brief

Autor/in	Beyer, Logan Nicole
Institution	American Youth Policy Forum
Titel	Social and Emotional Learning and Traditionally Underserved Populations. Policy Brief
Quelle	(2017), (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Social Development; Emotional Development; Disproportionate Representation; Disabilities; English Language Learners; Juvenile Justice; Youth; Intervention; Educational Policy; District of Columbia; Rhode Island; Texas; Ohio; Maine; California + Suchen Sie Ihr Suchwort? Soziale Entwicklung; Gefühlsbildung; Handicap; Behinderung; Jugendgerichtshilfe; Jugend; Jugendlicher; Jugendalter; Politics of education; Bildungspolitik; Kalifornien
Abstract	Social and emotional learning (SEL) plays a critical role in preparing young people for success in college, careers, and life. In general education settings, high quality SEL programs have been shown to reduce behavioral problems, improve students' sense of belonging, increase school attendance, and promote academic achievement. Recent meta-analyses demonstrate that these benefits are long-lasting, improving outcomes up to eighteen years post-intervention. In order to ensure that SEL benefits all young people, it is important to consider how SEL initiatives affect traditionally underserved student populations and how they can be tailored to better meet the unique needs of different learners. This brief focuses on the impact of SEL programs for three traditionally underserved groups: (1) Students with disabilities; (2) English language learners; and (3) Youth involved in the juvenile justice system (justice-involved youth). In considering the unique needs and strengths of these specific populations, it is important to recognize that the developmental trajectories of social and emotional skills differ with the environments young people experience. Both the positive and negative factors influencing social and emotional development must be identified in order to tailor interventions to students' circumstances. Existing research and best practices can elucidate the strategies in SEL instruction that enable traditionally underserved youth to maximize their potential. (ERIC).
Anmerkungen	American Youth Policy Forum. 1836 Jefferson Place NW, Washington, DC 20036. Tel: 202-775-9731; Fax: 202-775-9733; e-mail: aypf@aypf.org; Web site: http://www.aypf.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01