13 Dec 2015
Toolkit

The In-School and Afterschool Social and Emotional Learning Connection: A Planning Tool

As noted in the Beyond the Bell: Research to Action in the Afterschool and Expanded Learning Field brief, Linking Schools and Afterschool Through Social and Emotional Learning, school-day and afterschool programs must work together to support young people as they develop. Although research shows that both in-school and afterschool staff find social and emotional learning (SEL) important, the ways in which these different settings support young people vary.

This tool is designed for afterschool and in-school staff first to reflect independently on their goals for SEL and think about what is currently being done in each setting to support young people in their social and emotional development, and then to discuss how best to work collaboratively toward a common goal.

The tool is divided into three parts. Part I is for afterschool program leaders or staff to complete. Part II is for the school principal and other relevant school personnel to complete. Part III is for the afterschool and school staff to discuss and collaboratively plan.

Related Work

4 Dec 2015
Brief

Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning

For educators and employers, understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority. Over the past decade, afterschool programs have focused on preparing young people for the workforce by developing good work habits and a strong work ethic; this brief addresses the importance of those programs also teaching social and emotional learning competencies.
Topic: 
Social and Emotional Learning, College and Career Readiness, Education, Afterschool and Expanded Learning
27 Jul 2015
Brief

Supporting Social and Emotional Development Through Quality Afterschool Programs

During the past 20 years, the afterschool field has been held accountable in varying ways—first, on the ability to provide safe places for young people to spend time while their parents work; then, on success in helping to improve participants’ academic achievement as a supplement to the school day. This brief provides an overview of work done to date both in afterschool and school-based settings to define social and emotional learning, shares recent research on how afterschool programs contribute to the development of these competencies, and offers some next step recommendations to both practitioners and researchers.
Topic: 
Social and Emotional Learning, Education, Afterschool and Expanded Learning
13 Dec 2015
Brief

Linking Schools and Afterschool Through Social and Emotional Learning

How can we better support young people as they develop the knowledge and skills they need to succeed in school, work, and life? That is the question facing in-school educators, afterschool providers, families, policymakers, and the general public. This brief covers the policy context reflecting a growing interest in social and emotional learning and how afterschool and in-school educators can work together.
Topic: 
Social and Emotional Learning, Education, Afterschool and Expanded Learning
14 Sep 2015
Toolkit

Social and Emotional Learning Practices: A Self-Reflection Tool for Afterschool Staff

Both the formal and informal education communities are increasingly focused on fostering opportunities for social and emotional learning (SEL) and the link between SEL and youth outcomes. This self-reflection tool is designed to help afterschool program staff reflect upon their own social and emotional competencies and their ability to support young people's SEL through program practices.
Topic: 
Social and Emotional Learning, Education, Afterschool and Expanded Learning, Teacher Preparation and Performance

Further Reading