Transcript Addressing the Social and Emotional Conditions of Learning

David Osher
AMERICAN INSTITUTES For RESEARCH
[email protected]
®
 Bullying Is often a Piece of a larger Iceberg
 Bullying is Not the Only Problem that Schools
Face
 Schools Have Limited Resources and Time
 School Staff often Lack the Capacity to
Prevent or Address Bullying
 Prevention and Social Support are often
Marginalized
®
 We Have Good Models to Build Upon
 There are Common Risk and Protective
Factors for Bullying and other problems
 We can address Multiple Problems through a
Comprehensive Approach
 The are Academic and Social Returns on
Comprehensive Investments
 We Know How to Build Capacity
®
 A comprehensive whole-school approach can
enhance the impact of bullying prevention,
while realizing other outcomes that matter
®
 Create Strong Conditions for Learning and






Development
Build Student and Staff Social and Emotional
Competencies
Build a School Capacity
Be Intentional, Monitored, and Continuously
Improved
Align All School Activities
Be end-user driven
Include Universal, Selective, and Intensive
Interventions
®
The Four Elements of a Comprehensive Plan for
Safe, Supportive and Successful Schools
A Caring
School
Community
Social
Emotional
Learning
Challenge
Emotional
& Physical
Safety
®
6
®
Bullying Remains Pervasive in the U.S.
Students bullied and physically injured from bullying
at school during 2007 school year
Bullied
50
42.9
40
Injured
37.3
35.7
Percent
30.8
29.3
28.4
30
23.5
20
14.4
12.3
11.6
8.5
10
7.1
5.5
3.8
0
6th
7th
8th
9th
10th
11th
Grade
Data Source: Indicators of School Crime and Safety 2009. Table 11.2
®
12th
®
®
®
60
58.7
50
40
Well-managed standard
classroom
30
Chaotic standard classroom
20
10
2.7
0
Odds ratio
Kellam et al., 1998
®
Classroom mean z-score
.00
-.01
-.02
-.03
-.04
-.05
-.06
-.07
-.08
-.09
-.10
Peer Rating of Aggression
Intervention
Children who receive PATHS rate their
classmates as significantly less aggressive than
do children in randomized comparison classes
®
Greenberg, et al., 1999
 Classroom Planning
 COMP
 Teacher-Student Relationship in First Grade
 CLASS
 Classroom Management and Social Learning
 The Good Behavior Game
 Classroom Communities
 Responsive Classroom
 Social Emotional Learning as Part of Violence
Prevention
 PATHS
®
 Goals:
 Socialize children into the role of student,
and reduce aggressive, disruptive behavior
 Provide teachers a method of classroom
behavior management
®
 Alienation
 Segregation with and/or
Socialization by
Antisocial Peers
 Learning anti-social
 School-driven Mobility
attitudes and habits
 Ineffective or Non Negative Relationships
Existent Services &
with Adults and Peers
 Teasing, Bullying, Gangs  Harsh Discipline,
Suspension, Expulsion,
Push Out/Drop Out.
 Academic Frustration
®
 Connection
 Academic Success
 Learning Social and
 Inclusive Environments
and/or Reinforcement of
Pro-social attitudes and
habits
Emotional Competencies
 Stability
 Positive Relationships
 Effective Services
with Adults and Peers
 Positive approaches to
 Caring Interactions
disciplinary infractions &
®
 “This is not about graduating
from high school; it is about
graduating from college”
 Money for counselors,
not metal detectors and
security staff
 One counselor stays with
same students grades 9-13;
another one follows up 14-16
®
 Strong academic press;
strong social support
 Supports academic risk
taking: “teachers are like
another set of parents”
 Development of moral
community
 Fellow students “like
brothers, sisters, cousins”
®
®
®
Students are supported
Students are socially capable
Meaningful connection to adults
Strong bonds to school
Positive peer relationships
Effective and available support
Emotionally intelligent and
culturally competent
Responsible and persistent
Cooperative team players
Contribute to school and community
Students are safe
Students are challenged
Physically safe
Emotionally and socially safe
Treated fairly and equitably
Avoid risky behaviors
School is safe and orderly
High expectations
Strong personal motivation
School is connected to life goals
Rigorous academic opportunities
®
 Physical Safety
 Little Or No Fighting, Bullying, Crime,
Gang Presence, Or Substance Abuse
®
 Emotional Safety
 Climate Of Mutual
Respect And Trust
 Students Comfortable
Taking Personal And
Academic Risks
®
 The school safety scale showed the highest
correlations with the subscales from the Prairie
State Achievement Exam
 All the correlations were statistically significant.
®
 Adults Listen To
Students, Care About
Them And Treat Them
Fairly
 Adults Provide A
Welcoming
Environment For
Students
®
 Students Support Each
Other
 Teachers Establish A
Connection With
Students
 Teachers Provide Extra
Help When Students
Are Having Trouble
Understanding Material
 Teachers Engage in
Students In Learning
®
 Less Likely To Use Alcohol Or Substances
 Experience Less Emotional Distress
 Attempt Suicide Less
 Engage In Less Deviant And Violent Behavior
 School Connectedness The Only School-
related Variable That Was Protective For Every
Single Outcome
®
National Longitudinal Study of Adolescent Health (ADD Health)
 Feeling secure with teachers and being engaged
related to positive coping and using teachers to
address school problems (Ryan et al. 1994)
 Lack of teacher nurturance was the most consistent
negative predictor of academic performance and social
behavior (Wentzel, 2002)
 Teachers who had high-quality relationships with their
students had 31% fewer discipline problems, rule
violations, and related problems over a year’s time
than did teachers who lacked high-quality
relationships with their students (Waters, Marzano, &
McNulty, 2003)
®
 School Courses
And Lessons
Are Challenging
To Students
 School Staff
Provide
Academic
Support To All
Students
®
 Students Are Expected
To Work Hard To Learn
 Students Are Interested
In What They Are
Learning
 Students Are Not Bored
By Their Classes
®
 Work Well With Others
 Cooperate As Team Players
 Solve Problems With Persistence And Creativity
 Set And Work Toward Goals
 Make Responsible Decisions In Academic And Social Settings
 Recognize And Manage Emotions
®
 Solve problems with
persistence and
creativity
 Set and work toward
goals
 Make responsible
decisions in academic
and social settings
 Recognize and
manage
emotions
®
 Standard: Excellent
 Students report that most students in the school
have good social skills, want to do well in school,
and work well in teams. These students resolve
conflicts peacefully, solve problems creatively, and
think cheating is wrong. They do their best, even
when their school work is difficult.
®
Connection
Attachment
Trust
Care
Respect
Positive Behavioral
Approaches & Supports
®
35
Social Emotional
Learning & Support
Learning Supports
Effective Pedagogy
Engagement
Motivation
Provide Individualized
Intensive Supports
Provide coordinated, intensive,
sustained, culturally
appropriate, child and family
focused services and supports.
Intervene Early &
Provide Focused Youth
Development Activities
Implement strategies
and provide supports
that address risk factors
and build protective
factors for students at
risk for severe academic
or behavioral difficulties.
Build a Schoolwide Foundation
Universal prevention and youth development
approaches, caring school climate, positive and
proactive approach to discipline, personalized
instruction, cultural competence, and strong family
involvement.
®
Con
nec
tion
SEL
PBS
Con
nec
tion
Con
nec
tion
SEL
PBS
SEL
PBS
®
e
ctiv
Effe ction
u
r
Inst
tive
c
e
f
Ef ction
ru
Inst
e
v
i
t
c
e
f
f
n
E
o
i
t
c
u
r
t
Ins







Cannot Identify All Who Are At Risk
Children Affect Each Other
No Stigma
No Self-fulfilling Prophecies
No Homogenous Grouping
Per Child Cost Is Less
Provides A Foundation
All
®
Universal Interventions
®
Self-awareness
Self-management
Social
Emotional
Learning
Social awareness
®
Responsible
decision-making
Relationship
skills
 Accurately assess their feelings, interests,
values, and strengths; and
 Maintain a well-grounded sense of selfconfidence.
®
41
 Regulate their emotions to handle stress,
control impulses, and persevere in overcoming
obstacles;
 Set and monitor progress toward personal and
academic goals; and
 Express emotions appropriately.
®
42
®
 Take the perspective of other and empathize
with others;
 Recognize and appreciate individual and group
similarities and differences; and
 Recognize and use family, school, and
community resources.
®
44
 Establish and maintain healthy and rewarding
relationships based on cooperation;
 Resist inappropriate social pressure;
 Prevent, manage, and resolve interpersonal
conflict;
 Seek help when needed.
®
45
 Make decisions based on consideration of
ethical standards, safety concerns, appropriate
social norms, respect for others, and likely
consequences of various actions;
 Apply decision-making skills to academic and
social situations; and
 Contribute to the well-being of one’s school
and community
®
46
Lowered teacher-rated aggressive behavior in
boys and self destructive behavior in girls
(Hawkins, Von Cleve, & Catalano, 1991)
Improved bonding to family and school
Students less likely to use alcohol and
engage in delinquent behavior (Hawkins at al., 1992)
Reduced involvement in sexual activity,
violent delinquency, drunkenness, and
drinking and driving (O’Donnell, Hawkins, Catalano, Abbot, &
Day, 1995)
Improved Long Term Academic Results
®
$18,524
$20,000
$15,000
Program Cost
$10,000
$4,355
Taxpayer &
Victim Benefits
$5,000
$0
Benefit-Cost Ratio: $4.25
®
 23% increase in social / emotional skills
 9% improvement in attitudes about self,




others, and school
9% improvement in prosocial behavior
9% reduction in problem behaviors
10% reduction in emotional distress
11% increase in standardized achievement test
scores (math and reading)
®
Source: Durlak, J.A., Weissberg, R.P., Taylor, R.D., &
Dymnicki, A.B. (In Press)Child Development The effects
of school-based social and emotional learning: A metaanalytic review.
Comparing What Works Clearing House Improvement Indices for 2
Evidence-based Reading and Math Programs with the Aggregate
Improvement Index for all interventions in the CASEL MetaAnalysis of 207 SEL Programs
23
25
20
12
15
11
6
10
5
0
Little Books:
Reading
Achievement
®
Everyday
Mathematics:
Math Achievement
SEL Programs
Academic
Performance
SEL Programs
Social Emotional
Skills
 Teaching in the Zone (of Proximal
Development )
 Personalizing Instruction
 Differentiating Instruction
 Scaffolding learning and support
®
challenge
ZPD
support
®
Nakkula, M. J., & Toshalis, E. (2006). Understanding youth:
Adolescent development for educators. Cambridge: Harvard
Education Press.
The Neurochemistry and
Neurobiology of Learning
 Attending
 Concentrating
 Using working memory
 Memorizing
 Handling Emotions
®
 Affect the extent to which people are:
 angry,
 anxious,
 depressed,
 fearful,
 frustrated,
 upset,
 traumatized,
 worried,
 sad, and otherwise distressed (e.g., Nansel et al.,
2001; Flannery, 2006)
®
Strategic &
EvidenceBased Learning
Supports
&
Effective
Opportunities
To Learn
Safe, Caring,
Cooperative,
Supportive
Engaging
Learning
Environments
®
Effective
Instructional,
Behavioral, &
Emotional
Supports
Teach SEL
Competencies
•Self-awareness
•Social awareness
•Self-management
•Relationship skills
•Responsible
decision making
Greater
Attachment,
Engagement, &
Commitment
to School
Less Risky
Behavior, More
Assets, &
Positive
Development
Better
Academic
Performance
and Success
in School
and Life