A new research brief, School climate and social and emotional learning: the integration of two approaches, by David Osher and Juliette Berg at AIR reviews research on how positive school climates support social-emotional learning (SEL) and how improved SEL contributes to improved school climate in primary and secondary schools.
The authors present research from various journal articles, research briefs, policy guides and other sources. Key findings were as follows:
- Supportive relationships, engagement, safety, cultural competence and responsiveness and academic challenge and high expectations create positive school climates that can help build social and emotional competence.
- The relationship between positive school climate and SEL is interactive and co-influential, occurs in all settings and pupil-teacher-staff interactions and influences pupils and teachers directly and indirectly.
- Rigorous evaluations of school climate and SEL approaches have provided some direct evidence that one can improve the other.
The authors say that the research and practice communities could benefit from greater clarity and alignment in definitions, goals, messaging and measurement of SEL and school climate and understanding of how each one can complement the other.
Osher, D., & Berg, J. (2017). School climate and social and emotional learning: the integration of two approaches. Old Main, PA: Edna Bennet Pierce Prevention Research Center, Pennsylvania State University.