|Interest in Social and Emotional Learning Heats Up||240||GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||<p>There is growing consensus among educators that children must develop skills beyond academics to succeed in the classroom and in life. Often grouped under the term “social and emotional learning,” (SEL), these skills, when nurtured and developed, can help kids manage their emotions, build positive relationships, and navigate social situations, among other things. </p><p>As the field of social and emotional learning continues to build momentum, our work at Wallace has begun to focus on helping teachers, afterschool educators and others define what SEL skills are, why they matter, and how practitioners can incorporate them into their programs. Late in 2016, we gleaned a sense of the curiosity on this topic when we held <a href="/knowledge-center/pages/sel-feedback-and-communications-insights-from-the-field.aspx">a webinar</a> with insights from the field collected by Edge Research. The researchers found that practitioners and policymakers were familiar with the term social and emotional learning and that educators in both K-12 schools and out-of-school-time (OST) programs considered building SEL skills a priority.  </p><p>Still nothing prepared us for the keen interest in what’s become our runaway hit:
<a href="/knowledge-center/Pages/Navigating-Social-and-Emotional-Learning-from-the-Inside-Out.aspx"><em>Navigating Social and Emotional Learning from the Inside Out</em></a>. This in-depth guide to 25 evidence-based programs—aimed at elementary schools and OST providers—seeks to help practitioners make informed choices about their SEL programs. Using the guide, practitioners can compare curricula, program features and methods across top SEL programs, based upon their own needs. Users can also see how programs can be adapted from schools to out-of-school-time settings, such as afterschool and summer programs. </p><p>The apparent need for what is, in effect, the first consumer guide to SEL cannot be overstated: In just several months the 349-page publication has been downloaded almost 10,000 times from our website, and practitioners have been sharing it widely across social media. The guide was written by noted SEL expert Stephanie Jones at Harvard. Complementing the SEL guide is a special edition of
<a href="/knowledge-center/Pages/The-Future-of-Children-Social-and-Emotional-Learning.aspx">The Future of Children</a>, a compilation of articles showing that SEL skills are essential for kids and that teachers and OST staff need professional development to help children develop them. Multiple authors, all preeminent voices in the field, urge a greater focus on outcomes at the classroom level and age-appropriate interventions. They also begin to wrestle with the complicated question of how to measure SEL skill development. </p><p>Taken together, these products are helping to build a canon for social and emotional learning. We have more publications currently in the works to keep up with new insights and knowledge in this ever-growing field. </p>||Wallace editorial team||79||2017-09-21T04:00:00Z||Wallace Foundation products help inform the emerging field of social and emotional learning, focusing on what we know about SEL programs and practices||4/4/2018 7:24:38 PM||The Wallace Foundation / News and Media / Wallace Blog / Interest in Social and Emotional Learning Heats Up New products help inform the emerging field of social and emotional ||365||http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|
|Summer Learning Programs Benefit Youth with High Attendance||241||GP0|#ff9563e3-b973-45a7-8ac3-c9f4122f9a13;L0|#0ff9563e3-b973-45a7-8ac3-c9f4122f9a13|Summer Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||<p>At first the conclusion seems almost too obvious to state: Voluntary summer learning programs benefit low-income youth in both math and reading…if children attend. </p><p> But unpack it a bit further and you begin to see both the groundbreaking nature of the research leading to this conclusion, as well as the real barriers that often keep young people, particularly those in under-resourced areas, from attending summer programs. </p><p> Research on summer programs has largely been confined to mandatory "summer school" or voluntary opportunities that many families are not able to afford. But what might happen if children elected to attend summer programs run by the school district, so educators could ensure a level of quality and continuity with the school year? Would this make an impact for kids? </p><p> We created the
<a href="/knowledge-center/Pages/VIDEO-Ready-for-Fall.aspx">National Summer Learning Project </a>to help answer these questions. As part of the project, we commissioned the RAND Corporation to study five districts with large-scale voluntary summer learning programs to help them improve their programs and then survey the impact on participating students. RAND published its cumulative findings in a 2016 publication:
<em> Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth</em>. </a>The big eye-opener was that kids who attended the five-to-six week programs for 20 or more days benefitted in both reading and math. </p><p> Other key findings thus far include: </p><ul><li> Early planning is key: According to RAND schools need to begin the planning process by January at the latest.
<br></li><li>High-quality instruction matters: Ideally, teachers should have subject matter and grade-level experience to make connections between the summer and what students are learning throughout the year.
<br></li><li>Attendance must be nurtured and tracked: It’s important that kids feel welcome in the program so they’ll attend, and we now know how essential high attendance is to success. </li></ul><p> Future publications from the project will include an operational guide, hand-on tool kits and resources, as well as an online recruitment guide. All research and tools link back to the primary conclusion: Good results are possible if you can get children in the door and keep them there. </p>||Wallace editorial team||79||2017-09-21T04:00:00Z||The Wallace Foundation’s National Summer Learning Project and RAND Corporation provide evidence that summer learning programs bring academic and other benefits||4/4/2018 4:58:22 PM||The Wallace Foundation / News and Media / Wallace Blog / Summer Learning Programs Benefit Youth with High Attendance Study provides evidence that summer learning programs bring ||249||http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|