Leading Social-Emotional Learning

• In Event: Social and Emotional Learning in Professional Development

Abstract

A growing body of research demonstrates that when evidence-based social-emotional learning programs are well implemented, student academic achievement and wellbeing increase. In a Large Urban School District (LUSD) in Southern California, a shift to promote more evidence-based SEL programs, policies, and practices has taken place. To aid in moving the work to scale, a professional development for administrators, Leading Social-Emotional Learning, was developed and enacted to assist administrators in creating and sustaining healthy SEL ecologies. The COVID-19 pandemic and subsequent school closures highlighted the urgent need for a renewed focus on SEL practices. Potential implications for higher student achievement and wellness outcomes are possible.

Authors

• Marco A. Nava, Los Angeles Unified School District

• Delia Estrada, Los Angeles Unified School District

• Susan Ward Roncalli, Los Angeles Unified School District