Whatever the reservations of schools about the costs of programmes to improve their pupil’s well-being., new research shows boosting children’s social and emotional skills is key to improving their academic performance.
is President of the Collaborative for Academic, Social and Emotional Learning (CASEL) and Director of the Social and Emotional Learning Research Group at the University of Illinois, Chicago. He is a leading expert on the design and implementation of evidence-based programmes to improve the social and emotional skills of children and his efforts have led to wide-scale implementation of such programmes in the US, Europe and Asia. He has worked extensively on family, community, school and system partnerships.
is the not-for-profit Collaborative for Academic, Social and Emotional Learning based in Chicago, Illinois. CASEL was founded in 1994 by Daniel Goleman, the author of Emotional Intelligence, and the educator and philanthropist Eileen Rockefeller Growald. Led by President Roger Weissberg and Executive Director Patricia Chesler, CASEL supports the implementation of evidence-based programmes to improve children’s social and emotional outcomes.
Emotional intelligence describes the ability to identify, assess and manage the emotions of oneself and others.
In the context of children’s services, outcomes are the impact of activities – generally speaking a service or set of services – on children’s development. They often refer to reductions in developmental impairment but may be positive or negative.
An effect size is calculated to indicate the impact of a program in standard units. The use of standard units means that scores can be compared across a number of different evaluations or programs.