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Social and Emotional Learning

AIR conducts a wide variety of work regarding the development and measurement of the social and emotional capacities of children, youth, and adults. This work includes development of individual assessments, support for the development of social and emotional learning standards and the efficient integration of academic and social emotional learning, and the alignment of social emotional learning with mental health interventions and positive behavioral approaches. AIR’s work in these areas is both national and international.

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Recent Reports

• What Matters for Staying On-Track and Graduating in Chicago Public Schools: A Focus on Students with Disabilities

  

  This report found that absences, course failures, course credits and GPA all can be used to accurately predict whether ninth-graders with disabilities will graduate from high school. Identifying these early warning indicators is especially crucial for students with disabilities, who drop out of high school at alarming rates.

• Student Connection Research: Final Narrative Report to the Spencer Foundation

  The purpose of this report is to begin a program of research to allow us to better understand how Student Connection constructs related to other educational quality indicators, and how they can be used for school performance management.

• Children’s Self-Report About Their Social-Emotional Development from Third to Fifth Grade: Findings from the ECLS-K

  This paper uses longitudinal self-report data from a nationally representative data set to explore the relationships between self-perceptions of peer relationships and problem behaviors measured at the end of the third and fifth grades and various socio-demographic characteristics and academic performance.

Recent Projects

• Anchorage Social and Emotional Learning and School Climate Analysis

  In 2011, the Anchorage School District asked AIR to conduct a quick-turnaround analysis examining whether student responses to a particular set of items on the School Climate and Connectedness Survey were a reliable measure by which to gauge school progress in fostering students’ social and emotional learning skills and whether the measured skills were related to achievement.

• Interagency Working Group on Youth Programs (IWGYP)

  The Interagency Working Group on Youth Programs was formed in 2008 to improve enhanced collaboration among 17 federal departments/agencies.

• Conditions for Learning

  AIR has worked in collaboration with partners such as the Collaborative for Academic, Social, and Emotional Learning (CASEL) and Chicago Public Schools to develop a tool for schools to assess their conditions for learning: safety, challenge, support, and social emotional climate.