Research has shown that Social, Emotional and Behavioral Learning contributes to increased academic learning and success in school. RIDE and the RI Board of Regents recognize this important area and have addressed this area in the Basic Educational Program Regulations (BEP) that all districts are required to follow. This requires each district to "ensure that schools promote a positive climate with emphasis on mutual respect, self-control, good attendance, order and organization, and proper security. Each LEA shall develop protocols that define a set of discipline strategies and constructs that ensure that students and adults make positive behavioral choices and that are conducive to a safe and nurturing environment that promotes academic success." (Section G-14-2.1.4 RI Basic Education Program)

According to the Collaborative for Academic, Social, and Emotional Learning (CASEL), "teaching social and emotional skills has been found to improve academic attitudes (motivation and commitment), behaviors (attendance, study habits, cooperative learning), and performance (grades, test scores and subject mastery) (Zins et al., 2004). A recently completed research synthesis (or more formally, meta-analysis) of 270 SEL programs found that SEL interventions significantly improved students' attachment and attitudes towards school while decreasing rates of violence/aggression, disciplinary referrals, and substance use (Weissberg et al, manuscript in progress)."

Other research has shown lack of school engagement to be an early warning sign and predictor of a student's eventual decision to drop out of school (http://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=9).

• The National School Climate Center (NSCC)
• The Center For Academic, Social and Emotional Learning (CASEL)
• Technical Assistance Center on Positive Behavioral Interventions and Supports (PBIS)

Of particular interest:

• CASEL's "Safe and Sound: An Educational Leader's Guide to Evidence- Based Social and Emotional Learning (SEL) Programs" (887KB / 68 pages)

Even without this current body of research most educators and parents know that social, emotional, and behavioral competencies are keys to academic performance and achievement. There are now abundant living examples of Social, Emotional, and Behavioral Learning In Action to inform and inspire us. Samples appear on this website and in our recent publications

• Higher Education Faculty and Resource Guide (pdf)
  (1.03MB / 144 pages)

Our experience and the available research point to these key points:

• Competency is best achieved when Social, Emotional, and Behavioral Learning is infused into the whole school environment.
• When the teaching and learning of SEBL competencies is implemented and practiced over time, it becomes a major part of a school's culture, enhancing academic performance and achievement. It is not a program, but "who we are and what we do."
• Every adult who has contact with students is a potential teacher of Social, Emotional, and Behavioral competencies through modeling, direct instruction, and reinforcement.