Research demonstrates that attention to social-emotional learning can positively impact students' academic achievement, classroom behavior, and ability to manage stress, among other effects (1). Children's social-emotional competencies have far-reaching consequences, even increasing their prospects for employment and decreasing the likelihood of criminal activity after leaving school (2).

Teachers and school leaders are acutely aware that more and more students arrive at school burdened by the effects of stress and trauma. Though educators can't eliminate the community and family issues that limit students' readiness to learn and ability to thrive, we can help them learn to manage stress, build healthy relationships, and make responsible decisions. 

During VASCD's Social-Emotional Learning Institute (March 14 in Fredericksburg), participants will learn ways that "trauma-sensitive schools" use intentional approaches to SEL, and hear about programs in Virginia that are making a difference for students. 

1. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D. & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1): 405–432. 

2. Jones, D.E., Greenberg, M. & Crowley M. (2015).  Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. American Journal of Public Health 105(11):  2283-2290