Social and Emotional Learning

Social and emotional learning—the ability to successfully communicate, resolve conflict, interact with others, and manage emotional responses—can help students do better in the classroom and in life. Fostering social and emotional well-being is a key component in improving conditions for learning. Our work in this area focus on promotion, prevention, early intervention, and treatment.

AIR conducts research and evaluation activities and provides technical assistance, consultation, and communication activities regarding the mental health of children and youth, and the social and emotional conditions for learning.

Learn about SEL Solutions, our services in Social and Emotional Learning >>

Latest Work

14 Nov 2019

Report

Making SEL Assessment Work: Ten Practitioner Beliefs

In the social and emotional learning field, multiple assessment issues—from the complexity, validity, and reliability of measures, to the use and interpretation of results—baffle even the most experienced researchers. AIR and CASEL convened 28 practice leaders from across the country to understand how they are implementing, assessing, and refining their SEL practices.

14 Oct 2019

Brief

The Science of Learning and Development in Afterschool Systems and Settings

The SoLD Alliance is a collaborative effort to combine findings from diverse areas of research, from neuroscience to human development, into an integrated science of learning and development. It includes experts from AIR, EducationCounsel, the Forum for Youth Investment, Learning Policy Institute, Populace, and Turnaround for Children.

1 Oct 2019

Toolkit

Are You Ready to Assess Social and Emotional Learning and Development? (Second Edition)

How can you assess conditions for learning and development, as well as social and emotional competencies? The Stop, Think, Act: Ready to Assess toolkit, available at no cost, helps educators, practitioners, and policymakers decide if and when they are ready to take those steps.

10 Sep 2019

Brief

Using Chronic Absence Data to Improve Conditions for Learning

Reducing chronic absence goes hand in hand with cultivating positive conditions for learning. This brief discusses how education leaders, community partners and policymakers can use chronic absence data to address inequities and improve student outcomes.

Image of man and school-aged boy on a bench

6 Sep 2019

In the Field

Chronic Absence: Busting Myths and Helping Educators Develop More Effective Responses

The simple act of not attending school consistently increases the likelihood that children will be unable to read well by grade 3, fail classes in middle school, and drop out of high school. Standing in the way of truly addressing chronic absence are three harmful myths.

14 Aug 2019

Spotlight

Back to School: Preparing Students and Schools for Success

As students across the country return to school, those responsible for their care and education are finalizing their plans to ensure a productive year. AIR’s evidence-based resources for back to school support educators through three essential lenses: school climate, safety, and social and emotional learning (SEL); college and career readiness; and school improvement.

25 Jul 2019

Report

Crime, Violence, Discipline, and Safety in U.S. Public Schools: Findings from the School Survey on Crime and Safety

These reports present key findings on crime and violence in U.S. public schools, using data from the School Survey on Crime and Safety (SSOCS). SSOCS provides information about school crime-related topics from the school’s perspective, asking public school principals to report the frequency of violent incidents, such as physical attacks, robberies, and thefts in their schools.

17 Jul 2019

Spotlight

Spotlight on Deeper Learning

What do today’s students really need to learn in order to succeed, not only in the classroom but also later on in college, careers, and as engaged citizens? What role can deeper learning—“a set of competencies students must master in order to develop a keen understanding of academic content and apply their knowledge to problems in the classroom and on the job”—play?

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