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Meyers DC, Domitrovich CE, Dissi R, et al. Supporting systemic social and emotional learning with a schoolwide implementation model. Eval Program Plann. 2018;73:53-61doi: 10.1016/j.evalprogplan.2018.11.005.
Meyers, D. C., Domitrovich, C. E., Dissi, R., Trejo, J., & Greenberg, M. T. (2019). Supporting systemic social and emotional learning with a schoolwide implementation model. Evaluation and program planning, 7353-61. https://doi.org/10.1016/j.evalprogplan.2018.11.005
Meyers, Duncan C, et al. "Supporting systemic social and emotional learning with a schoolwide implementation model." Evaluation and program planning vol. 73 (2019): 53-61. doi: https://doi.org/10.1016/j.evalprogplan.2018.11.005
Meyers DC, Domitrovich CE, Dissi R, Trejo J, Greenberg MT. Supporting systemic social and emotional learning with a schoolwide implementation model. Eval Program Plann. 2019 Apr;73:53-61. doi: 10.1016/j.evalprogplan.2018.11.005. Epub 2018 Nov 10. PMID: 30513463.
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Eval Program Plann. 2019 Apr;73:53-61. doi: 10.1016/j.evalprogplan.2018.11.005. Epub 2018 Nov 10.

Supporting systemic social and emotional learning with a schoolwide implementation model.

Evaluation and program planning

Duncan C Meyers, Celene E Domitrovich, Rawan Dissi, Jordan Trejo, Mark T Greenberg

Affiliations

  1. Collaborative for Academic, Social, and Emotional Learning, United States. Electronic address: [email protected].
  2. Georgetown University, United States.
  3. Collaborative for Academic, Social, and Emotional Learning, United States.
  4. Pennsylvania State University, United States.

PMID: 30513463 DOI: 10.1016/j.evalprogplan.2018.11.005

Abstract

A strong body of research indicates that evidence-based programs designed to promote social and emotional learning (SEL) can lead to positive developmental outcomes for children and youth. Although these evidence-based programs have demonstrated benefits for students, it is also well-established that programs must be implemented with quality and sustained to maximize positive outcomes. To support schools in implementing SEL that is integrated into all aspects of a school community, the CASEL School Guide implementation model was developed to guide school leadership teams in establishing a vision; selecting, implementing, and sustaining evidence-based programs; and integrating SEL schoolwide. The School Guide model is based on CASEL's School Theory of Action which includes planning, implementing, and monitoring schoolwide SEL. This paper describes findings about the feasibility and degree of implementation of this model as carried out by 14 school leadership teams who were supported by SEL coaches. The participating schools implemented an evidence-based SEL program as the foundation of their efforts to promote schoolwide SEL. Findings demonstrate the feasibility of implementing this model in urban schools that primarily serve students of color, as all teams successfully carried out the implementation model and demonstrated increased levels of capacity related to supporting schoolwide SEL.

Copyright © 2018 Elsevier Ltd. All rights reserved.

Keywords: Evidence-based program; Implementation science; Social and emotional learning; Sustainability

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