Social and Emotional Equity and Transforming Schools for Equity

David Osher, Ph.D.

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AMERICAN INSTITUTES FOR RESEARCH

Building Capacity to Teach & LearnTeaching Learning

Com

pete

ncie

s &

Mot

ivat

ion

Conditions

Improved Capacity

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AMERICAN INSTITUTES FOR RESEARCH

The process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

Conceptualizing School-based SEL

Cognitive Emotion Social

Skills/Competencies

E.g., managing & shifting attention, controlling

impulses, planning & goal setting, critical thinking.

E.g., emotion knowledge and expression, emotion & behavioral regulation,

empathy

E.g., understanding social cues, social perspective

taking, prosocial behavior, conflict resolution, social

problem solving

Social and Emotional Skills/Competencies

Slides by Stephanie Jones

Cognitive Emotion Social

Beliefs/ Knowledge

of Self & Identity

Character/Values Personality

Skills/Competencies Belief Ecology (attitudes, habits of mind)

E.g., self-efficacy, growth mindset, agency, self-

esteem, self-knowledge, purpose

E.g., ethical, performance, intellectual, and civic

values

E.g., optimism, gratitude, openness, enthusiasm/

zest

Social and Emotional Dispositions

Adapted from slide by Stephanie Jones

SEL and Culture

• Appears to be relevant across cultures, although emotions and the competency may be experienced and expressed differently

1. Long-term correlational studies2. Large multi-program studies & trials of specific

interventions in preschool, school and afterschool contexts

3. District-wide Studies4. Meta-analyses– 4 consistent meta analyses with

consistent results– 2 U.S.– 2 Outside U. S.

– Cost-benefit analyses

The Science of SEL

U. S. Meta-Analyses 2017 and 2011

.23 .57

.13 23,13 .24.14 .22,16 .24,33 .27

Social-emotional skills Attitudes Positive social behavior Conduct problems Emotional distress Academic performance

OutcomesEffect Size

2017 2011

Durlak et al, 2011; Taylor et al., 2017

Malleability and Plasticity• The Brain, Mind, and Body interact and affect

development and learning• Social, emotional, and cognitive processes are

neurobiologically linked• Development is malleable

• Neuroplasticity and Plasticity are the core of development and opportunity for growth

• Variability in learning and development is the norm, not the exception

• Human Relationships are essential to learning and development

• The ability of adults to attune with children, buffer stress, and support their cognitive, social, and emotional development is key to the personalization of learning and healthy development.

Science of Learning & Development: Some Takeaways

9

BUILDINGBLOCKS FORLEARNING

A Framework for Comprehensive Student Development

Science of Learning & Development: Some Takeaways: Malleability and Plasticity

• The Brain, Mind, and Body interact and affect development and learning

• Social, emotional, and cognitive processes are neurobiologically linked• Development is malleable

• Neuroplasticity and Plasticity are the core of development and opportunity for growth

• Variability in learning and development is the norm, not the exception• Human Relationships are essential to learning and development

• The ability of adults to attune with children, buffer stress, and support their cognitive, social, and emotional development is key to the personalization of learning and healthy development.

• .

11

Science of Learning Development: Context Matters

• Context matters: Contextual influence and ecology cannot be ignored

• relational context is particularly salient• Adversity affects development

• the ways adults and settings respond matters• resilience and thriving are both possible

• Stress affects learning, development, and adult attunement• children actively construct knowledge based on their experiences,

relationships, social contexts, and sense making• experiences and their processing drive growth and change• stress affects the ability to attune

12

BODY-BRAIN LOOP

BrainBody

Annemaree Carroll and Julie BowerThe University of Queensland, Science

of Learning Research Center

Brain, Mind & Body• Complex dynamic feedback loop between thebrain, mind and body

• Effects on:• Cognition• Appraisal• Motivation• Behavior• Memory

• “We feel, therefore we learn.” (Mary Helen Immordino-Yang & Damaiso, 2007)

LEARNINGEMOTIONAL STATES

ATTENTIONAL STATES

POSITIVE RELATIONSHIPS

STUDENTS

TEACHERS

on

Impact of

Unpacking Conditions for Learning

Effective Instructional,

Behavioral, and Emotional Supports

Less Risky Behavior, More

Assets, andPositive

Development

Better Academic

Performanceand Success

in Schooland Life

Strategic and Evidence-

Based LearningSupports

andEffective

Opportunitiesto Learn

Safe, Caring, Cooperative,SupportiveEngaging Learning

Environments

Connecting the Dots

GreaterAttachment,

Engagement, and Commitment

to School

Teach SELCompetencies

• Self-awareness• Social awareness• Self-management• Relationship skills• Responsible decision making

The Prosocial Classroom: A Model of Teacher Social and Emotional Competence and Classroom and Child Outcomes

Healthy Teacher/Student Relationships

Healthy Classroom

Climate

Effective SEL implementation

Teachers’ Social & Emotional Skills &

Well Being

StudentSocial, emotional

& academic outcomes

Effective classroom

management skills

School/Community Context Factors

Jennings & Greenberg, 2009

SEL, Climate, and Conditions for Learning

SEL Climate

Osher & Berg, 2017

CFL

Social Emotional Conditions for Learning. (CFL)

Students feel SAFEPhysically

Emotionally & socially Intellectually

In terms of identity & culture

Students experience SUPPORT & CONNECTIONMeaningful connection to adults

Strong bonds to schoolPositive peer relationships

Effective and available support

Students experienceCHALLENGE &ENGAGEMENTHigh expectations

Strong personal motivationSchool is connected to life goalsRobust academic opportunities

Peers & teachers areSOCIALLY CAPABLEEmotionally intelligent &

culturally competentResponsible & persistentCooperative team players

Peers & teachers areSOCIALLY CAPABLEEmotionally intelligent &

culturally competentResponsible & persistent

Growth MindsetsIntra- and interpersonal skills

References• Berg, J., Osher, D., Same, M., Nolan, E., Benson, D. & Jacobs, N. (2017). Identifying, Defining, and Measuring Social and Emotional Competencies.

Washington, DC: American Institutes for Research.

• Butler, A. R., Katz, J., Johnson, J., Osher, D., Pentimonti, J., & Neiman, S. (in press). Continuous improvement. In Osher, D., Moroney, D., & Williamson, S. (Eds.), Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach to Supporting Students. Cambridge, MA: Harvard Education Press.

• Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, Plasticity, and Individuality: How Children Learn and Develop in Context. Applied Developmental Science.

• Darling- Hammond, L., Cook-Harvey, C., Flook, L, Barron, B., & Osher, D. (I2018), Science of Learning and Development: Implications for Educational Practice, Applied Developmental Science.

• Dodge KA, Godwin J; Conduct Problems Prevention Research Group. Social-information-processing patterns mediate the impact of preventive intervention on adolescent antisocial behavior. Psychol Sci. 2013 Apr;24(4):456-65. doi: 10.1177/0956797612457394. Epub 2013 Feb 13. PubMed PMID: 23406610; PubMed Central PMCID: PMC3726052.

• Dymnicki, A. B., Osher, D., & Zimmerman, M. (2018). Promoting positive youth development. In P. Sturney (Ed), The Wiley handbook of violence and aggression, Volume 3: Societal interventions. New York, NY: John Wiley & Sons Publisher.

• Dymnicki, A., Wandersman, A., Osher, D., & Pakstis, A. (2017). Bringing interventions to scale: Implications and challenges for the field of community psychology. In Bond, M., Keyes, C. B., Serano-Garcia, I., & Shinn, M. (Eds)., APA Handbook of school psychology (Volume II, Ch. 17). Washington, DC: American Psychological Association.

• Hoge E, Bickham D, Cantor J. Digital media, anxiety, and depres- sion in children. Pediatrics. 2017;140(Suppl 2):S76–80.

• Jackson, S., Berg, J., Williamson, S. K., & Osher, D. (2018). Multi-tiered systems of support. In Osher, D., Moroney, D., & Williamson, S. (Eds.), Creating Safe, Equitable, Engaging Schools: A Comprehensive, Evidence-Based Approach to Supporting Students. Cambridge, MA: Harvard Education Press.

• Kato N, Yanagawa T, Fujiwara T, Morawska A. Prevalence of Children's Mental Health Problems and the Effectiveness of Population-Level Family Interventions. J Epidemiol. 25(8):507-16. doi: 10.2188/jea.JE20140198. Epub 2015 Aug 5. PubMed PMID: 26250791; PubMed Central PMCID: PMC4517988.

References• Jones DE, Greenberg M, Crowley M. Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and

Future Wellness. Am J Public Health. 2015 Nov;105(11):2283-90. doi: 10.2105/AJPH.2015.302630. Epub 2015 Nov. PubMed PMID: 26180975; PubMed Central PMCID: PMC4605168.

• Kendziora, K., & Osher, D. (2016). Promoting children’s and adolescents’ social and emotional development: District adaptations of a theory of action. Journal of Clinical Child and Adolescent Psychology. Special Section: From Adoption to Adaptation. doi: 10.1080/15374416.2016.1197834

• Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of Human Development: How Relationships and Context Shape Learning and Development. Applied Developmental Science.

• Osher, D., Moroney, D., & Williamson, S. K. (in press). Creating safe, equitable, engaging schools: A comprehensive, evidence-based approach to supporting students. Cambridge, MA: Harvard Education Press. (Release October-November, 2018)

• Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016). Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research In Education 40, 644-681.

• Osher, D., Kidron, Y., DeCandia, C. J., Kendziora, K., & Weissberg, R. P. (2016). Interventions to promote safe and supportive school climate. In K. R. Wentzel & G. B. Ramani (Eds.), Handbook of Social Influences in School Contexts (pp. 384–404). NY: Routledge.

• Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of Human Development: How Relationships and Context Shape Learning and Development. Applied Developmental Science.

• Osher, D., Mayer, M. J., Jagers, R. J., Kendziora, K., & Wood, L. (Eds.) Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness (2 vols.) (2019), Santa Barbara, CA: Praeger/ABC-CLIO.

• Osher, D., Moroney, D., & Williamson, S. K. (2018). Creating safe, equitable, engaging schools: A comprehensive, evidence-based approach to supporting students. Cambridge, MA: Harvard Education Press. (Release October-November, 2018)

• Osher, D., & Kendziora, K. (2010). Building conditions for learning and healthy adolescent development: Strategic approaches. In B. Doll, W. Pfohl, & J. Yoon (Eds.), Handbook of youth prevention science (pp. 121–140). New York, NY: Routledge.

• Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016). Advancing the science and practice of social and emotional learning: Looking back and moving forward. Review of Research In Education 40, 644-681.

References• Osher, D., & Berg, J. (2017). School Climate and Social and Emotional Learning: The Integration of Two Approaches. Edna Bennet Pierce Prevention

Research Center, Pennsylvania State University.

• Osher, D., Kidron, Y., DeCandia, C. J., Kendziora, K., & Weissberg, R. P. (2016). Interventions to promote safe and supportive school climate. In K. R. Wentzel & G. B. Ramani (Eds.), Handbook of Social Influences in School Contexts (pp. 384–404). NY: Routledge.

• Osher, D., & Kendziora, K. (2010). Building conditions for learning and healthy adolescent development: Strategic approaches. In B. Doll, W. Pfohl, & J. Yoon (Eds.), Handbook of youth prevention science (pp. 121–140). New York, NY: Routledge.

• Osher, D., Cantor, P., & Caverly, S. (in production). The relational, ecological, and phenomenological foundations of school safety, mental health, wellness, and learning. In Osher, D., Mayer, M. J., Jagers, R. J., Kendziora, K., & Wood, L. (Eds.), Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness. Santa Barbara, CA: Praeger/ABC-CLIO.

• Osher, D., Dwyer, K., & Jackson, S. (2004). Safe, supportive, and successful schools step by step. Longmont, CO: Sopris West.

• Osher, D., Mayer, M. J., Jagers, R. J., Kendziora, K., & Wood, L. (Eds.) (in production). Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness (2 vols.). Santa Barbara, CA: Praeger/ABC-CLIO. (Release May 2019).

• Spier, E., González, R., & Osher, D. (2018). The Role of the Community in Learning and Development. In G. Hall (Ed.) Handbook of Teaching and Learning. Hoboken, NJ: Wiley Blackwell.

• Spier, E., Leenknecht, F., & Osher, D. (in press). Many layers, many dimensions: Building a new science of holistic education. In M. Binder, S. Crowell, J. Miller, K. Nigh, & B. Novack (Eds.) International Handbook on Holistic Education. New York: Routledge.

• Schanfield, M., Chang, H., & Osher, D. (In production). How student and teacher social and emotional competencies contribute to student engagement. In J. Fredricks, A. Reschly, & S. Christenson, Handbook of Student Engagement Interventions: Working with Disengaged Youth.

• Weist, M. D., Shapiro, C. J., Hartley, S. N., Bode, A. A., Miller, E., Huebner, S., Terry, J., Hills, K., & Osher, D. (in production). Assuring strengths- and evidence-based approaches in child, adolescent and school mental health. In Osher, D., Mayer, M. J., Jagers, R. J., Kendziora, K., & Wood, L. (Eds.), Keeping Students Safe and Helping Them Thrive: A Collaborative Handbook on School Safety, Mental Health, and Wellness. Santa Barbara, CA: Praeger/ABC-CLIO.