Fix School Discipline Toolkit for Educators - Page 51

For example: Students are taught positive interpersonal skills and intrapersonal emotional intelligence using various combinations of media, including videos, pictures and text. Lesson plans help students recognize and understand a variety of emotions and their causes. Administrators and parents further strengthen the key competencies by questioning students and reinforcing expected behavior. For example, a principal may walk through the school and ask students what “focusing attention” is and bulletin boards in common areas may exhibit pictures modeling “focused attention” and tips about how to “focus attention.” Students are encouraged to keep a journal chronicling events in their lives as well as their emotions surrounding those events. Students are empowered to resolve their own conflicts through the use of peer mediation.40 Crunching the numbers: Does it work? Other examples of demonstrated benefits include improved graduation rates, reduced violence, lowered substance abuse, and decreased teen suicide attempts. 43 Where can I go for additional information, resources and research? Collaborative for Academic, Social and Emotional Learning (CASEL)—an organization providing funding, information, training and research around Social and Emotional Learning— Good Behavior Game, one method for teaching self-regulation and some social emotional learning skills: Second Step, one type of social emotional learning curriculum, second-step.aspx and www.nrepp.samhsa. gov/ViewIntervention.aspx?id=66 An in-depth study found that students who receive SEL instruction had more positive attitudes about school and improved an average of 11 percentile points on standardized achievement tests compared to students who did not receive such instruction. 41 Positive Action, an evidence-based SEL approach that promotes an interest in learning and encourages cooperation among students, was found to have reduced disruptive behaviors by 72% and suspensions by 24%. Positive Action is based on the intuitive philosophy that students feel good about themselves when they engage in positive actions. In a rigorous study, Positive Action reduced suspensions and grade retention by 73% each. Since implementing SEL, a school in Chicago has seen great improvement in student achievement. Before SEL programming, during the 2004-2005 school year, 38% of the students met or exceeded state standards. By 2007-2008, 75% of the students met or exceeded state standards. 42 40 CASEL SEL Stories, SEL Impacts on Students (Brooklyn), available at 41 Durlak, J.A. (2011), The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions, Child Development, 82(1), 405-432. 42 CASEL SEL Stories, Principal Leadership: A Key to Success (Chicago), available at 43 Zins, J.E. & Elias, M. (2008), Social Emotional Learning, Children’s Needs III. 49