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This issue brief identifies four important things to know about the transition to school, and it also mentions the transition that children and families experience to out-of-school programs: (1) transition is a matter of equity; (2) a smooth transition to school makes a difference for children's outcomes; (3) families play an important role in the transition to school; and (4) it's all about re
This updated toolkit provides hands-on activities that can be used with youth or adults to build social and emotional skills, including self and social awareness, self-management, resp
CASEL's District Resource Center is developed in partnership with school districts that are part of the Collaborating Districts Initiative, which has recently been enhanced. This tool kit is also intended to provide resources to out-of-school programs.
This scorecard identifies state policies and guidance to support students social and emotional development (SEL). It provides links to the research and to state-by-state SEL competencies, websites, and resources.
This video is a keynote speech delivered by Dr. Shawn Ginwright. He explores stories and research related to his healing-centered framework to overcome trauma by building hope through relational, restorative, and political strategies.
This issue brief provides case studies of best practices in four exemplary summer programs that provide engaging STEM opportunities. The programs in Ohio, Connecticut, Michigan, and Kentucky produce positive outcomes on grades, standardized test scores, social-emotional competence, and graduation rates.
This issue brief is an interview with the evaluator of a STEM project with middle and high school tribal youth, working with tribal leaders and STEM professionals on a research project about salmon restoration. The evaluation shows how involving youth in an engaging and authentic research project built their STEM skills in a possible career path. There is a link to the full research report.
This issue brief provides a summary of research that identifies three dimensions that lead to suspension and expulsion: (1) absence of a deep understanding of child development with staff; (2) implicit bias; and (3) children who need more and different support than can be provided in an educational or early learning setting alone.
This report explores why libraries are well positioned to be allies in increasing family engagement. The strategies shared come from a review of the literature, a survey of library directors, and a learning community of librarians.