Social and Emotional Learning|890cbc1f-f78a-45e7-9bf2-a5986c564667;Afterschool|b804f37e-c5dd-4433-a644-37b51bb2e211
Lucas Held, Director of Communications, The Wallace Foundation
Stephanie Jones, Gerald S. Lesser Professor in Early Childhood Development, Harvard Graduate School of Education
Thelma Ramirez, Research Associate, EASEL Lab, Harvard Graduate School of Education
“What we also know is that being culturally responsive in SEL programming is important and it's effective… And there's a lot more research on the effectiveness of culturally relevant pedagogy and culturally responsive teaching as a whole, and the benefits t that has on students from minority groups, students of color, and quite honestly on all students that are a part of that classroom.” – Thelma Ramirez
The field of social and emotional learning (SEL) is rapidly expanding as educators sharpen their focus on helping children build skills beyond academic knowledge. School climate initiatives, anti-bullying work, positive behavior supports and other SEL efforts are now steering programs in schools and out-of-school time (OST) settings across the country. Building children's SEL skills has taken on even more urgency in the wake of the COVID-19 pandemic.
A new podcast series from The Wallace Foundation looks at the history of SEL, its practice, some recent developments and its future. The three episodes feature the authors of an updated guide
Navigating Social and Emotional Learning from the Inside Out, Looking Inside and Across 33 leading SEL Programs: A Practical Resource for Schools and OST Providers; Revised and Expanded 2nd Edition (Preschool and Elementary Focus). This episode discusses the relationship between SEL and equity, plus the recent political controversies surrounding SEL, equity and schools.