SystemsEcological Perspective

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Building Non-Violent Learning Communities With
Character
Maurice J. Elias, Ph.D. Rutgers University, New
Brunswick, NJ, USA and CASEL Collaborative for
Academic, Social, and Emotional Learning
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The World Has Changed

• We can no longer take for granted the life skills
  and social support systems that were built into
  human experience over millions of years. Now,
  increasing attention is being given to formal
  education to provide or at least supplement the
  life skills training (including social skills)
  that historically were built into the formal
  processes of family and kin relations (Hamburg,
  1990, p. iv).

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Challenges Facing Students

• Economic and social pressures
• Alterations in family composition and stability
• Breakdown of neighborhoods and extended families
• Weakening of community institutions
• Less contact between young people and parents
• Ongoing exposure to media that encourage violence
  as a problem-solving tool, and other
  health-damaging behaviors
• Mental health problems

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Vision for Students Success

• That every student live a satisfying life and
  meet lifes challenges by
• Achieving personal goals
• Fulfilling family responsibilities
• Enjoying good health
• Producing high-quality work
• Contributing to their community

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Social-Emotional Learning (SEL) Scope and
Fundamental Principles

• Successful academic performance by students
  depends on
• students social-emotional skills,
• their approaching education with a sense of
  positive purpose, and
• the presence of a safe, supportive school climate
  that fosters a respectful, challenging, and
  engaging learning community
• These conditions are referred to collectively as
  social-emotional learning, or SEL

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Fundamental Principles of SEL

• Caring relationships provide the foundation for
  all lasting learning.
• Emotions affect how and what we learn.
• Goal setting and problem solving provide
  direction and energy for learning.

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What is SEL?

• Educational process of acquiring knowledge,
  skills, attitudes, and beliefs to
• Recognize and manage emotions
• Care about others
• Make good decisions
• Behave ethically and responsibly
• Develop positive relationships
• Avoid negative behaviors
• SEL links academic achievement with skills
  necessary for succeeding in school and in life

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Evidence-Based SEL Programming Paths to Success
in School and in Life
Evidence- Based SEL Programming
Provide Opportunities Rewards for Positive
Behavior
Greater Attachment, Engagement, Commitment to
School
Better Academic Performance and Success in
School and Life

• Teach SEL
• Competencies
• Self-awareness
• Social awareness
• Self-management
• Relationship skills
• Responsible
• decision making

Safe, Caring, Cooperative, Well-Managed
Learning Environments
Less Risky Behavior, More Assets,
Positive Development
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SEL Programming

• Enhance social, emotional, and academic skills
  (capacities)
• Skills taught and applied in supportive, caring
  learning environments
• Provide opportunities and practice

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Key Skills Taught in SEL Programs

• Self-Awareness (e.g., identifying and recognizing
  own emotions, recognizing strengths)
• Social Awareness (e.g., empathy, respect for
  others)
• Responsible Decision Making (e.g., evaluation and
  reflection, personal responsibility)
• Self-Management (e.g., impulse control, stress
  management)
• Relationship Skills (e.g., working cooperatively,
  help seeking and providing)

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What Schools Must Provide to Build Caring
Learning Communities of Character

• Appreciation
• Belonging
• Confidence
• Competencies
• Contributions, and Connection/ Contribution Plans
  for Each Student
• Based on Elias, M. J., Tobias, S. E.,
  Friedlander, B. S. (2002). Raising emotionally
  intelligent teenagers. New York Three Rivers
  Press/Random House.

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If You Had a Magic Wand, What Values Would You
Wish for Children?

• Friendship
• Peace
• Wisdom
• Beauty

• Long Life
• Riches
• Popularity
• Family

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Findings

• Self-control or social competency programming
  with cognitive-behavioral and behavioral
  instruction had largest effects related to school
  success (e.g., drop out, attendance)
• Environmentally focused programming especially
  effective in reducing delinquent behaviors and
  drug use
• Programs implemented in isolation have little
  effect

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Findings

• Interventions enhanced competencies (e.g.,
  assertiveness, communication skills, academic
  performance) and reduced internalizing and
  externalizing disorders
• Behavioral approaches produced larger effects
  than non-behavioral
• Need better specified program goals and
  procedures, assessment of implementation quality,
  and measures of long-term outcomes

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Findings

• Skill building and environmental/organizational
  change most effective strategies
• Structured manuals and curricula important to
  support consistency in delivery
• Need more standardized measures and comprehensive
  assessment frameworks
• Conclusion these promotion and prevention
  programs definitely are making a difference in
  well-evaluated studies (p. 62)

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Behaviors

• More prosocial behavior
• Fewer absences and suspensions maintained or
  improved attendance
• More likely to work out own way of learning
• Reductions in aggression, disruptions, and
  violence
• Fewer hostile negotiations lower rate of conduct
  problems better conflict resolution skills

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Behaviors (cont.)

• More classroom participation and higher
  engagement
• Greater effort to achieve more reading outside
  school
• Better transitions
• Less drug, tobacco, alcohol use delinquent
  behavior
• Decreases in STDs, HIV/AIDS, suicide
• More involvement in positive activities (e.g.,
  sports)

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Performance

• Improved math, language arts, and social studies
  skills
• Increases in achievement over time (elementary to
  middle school)
• Higher achievement test scores and no decreases
  in scores
• More progress in phonological awareness
• Improved learning-to-learn skill
• Better problem solving and planning
• Improved non-verbal reasoning

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Working to establish social and emotional
learning as an essential part of education from
preschool through high school

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