全球智库信息集成服务系统

• A clearer vision for SEL, paired with desired "look-fors," could have supported a stronger launch to PSELI.
• Time constraints meant that this multi-part SEL project took more time to roll out than planned.
• Churn and unanticipated external events have been the norm, not the exception, requiring the communities to adapt their PSELI work to make it more resilient.
• Being committed to SEL and taking the time to meet were important starting points for district-OSTI partnerships.
• Staff turnover posed serious challenges for partnerships and for delivery of PD.
• There was a perceived and actual power differential between schools and OST programs.
• SEL rituals were a good starting point for promoting a positive climate and for allowing OST and school staff to create continuity.
• PSELI communities viewed adult SEL skills as a foundation for building student SEL skills.
• Staff wanted PD to include hands-on practice and, as their SEL work progressed, to focus on differentiating SEL instruction for students with disabilities or with cultural or linguistic differences.
• Although support for SEL was high among school and OST staff, they also expressed concerns.
• Time for stand-alone SEL lessons was often cut short.
• Most of the schools adapted the SEL curriculum used, with unknown effects on efficacy.
• SEL content sequences for OST programs were in an early stage of development.
• Guidance about how to integrate SEL into academics and regular classes lagged behind guidance about how to deliver stand-alone SEL lessons.

In 2016, in an effort to gain knowledge about how to help children develop social and emotional learning (SEL) skills, The Wallace Foundation launched a six-year project called the Partnerships for Social and Emotional Learning Initiative (PSELI). The goals of PSELI are for students to experience reinforcing messages about SEL both in school and in out-of-school time (OST) programs; practice social and emotional skills in both settings; and experience consistent, supportive relationships between adults and students. To achieve these goals, school districts and out-of-school time intermediaries (OSTIs) have partnered to develop professional development (PD) about SEL for school and OST staff, help elementary schools and their OST partners develop closer working relationships, and implement reinforcing SEL practices and instruction across both settings. In what the authors believe is the most-comprehensive SEL implementation study to date, they draw lessons that can help school districts and OST providers carry out their own SEL programs.

An Executive Summary of this report is also available.

• Chapter One

  Introduction

• Chapter Two

  Executing System-Level Activities to Launch and Coordinate SEL Work Across Multiple Sites

• Chapter Three

  Developing District-OSTI and School-OST Partnerships

• Chapter Four

  Developing Adults' Capacity to Promote SEL

• Chapter Five

  Improving Climate and Delivering SEL Instruction to Students

• Chapter Six

  Conclusion