SEL Programs at the Middle and High School Level: A Practical Guide for Schools and Districts

Social-emotional learning

SEL Programs at the Middle and High School Level: A Practical Guide for Schools and Districts

2 years ago

Social-emotional learning

Changing the Narrative: Engaging Fathers in Their Children's Education

in 3 months

Social-emotional learning

Better Days: Practical and Research-Based Social-Emotional Practices for Teachers and Students

3 months ago

Social-emotional learning

Becoming Stress Wise at School

2 years ago

Social-emotional learning

Navigating Social and Emotional Learning from the Inside Out, Part Two

4 years ago

In this Webinar

Adolescence is an especially important time for youth to develop social and emotional (SEL) skills. However, intentional and focused efforts to build students' SEL skills are less prevalent at the middle and high school level. What’s more, the SEL programs that do exist for this age group vary in approach, skill focus, teaching strategies, and implementation supports, making it difficult and confusing for schools to select programming that meets their needs. During this webinar, Stephanie M. Jones will share why SEL matters for adolescents' learning and well-being, explain the specific factors that make SEL effective for this age range, and share considerations and best practices for equitable and trauma-informed SEL that benefit all students and promote safe and inclusive learning environments. She'll also introduce her new guide, Navigating SEL from the Inside Out, which examines 18 programs at the middle and high school level—breaking down their skill focus, strategies, and program components.

About the presenter

Stephanie M. Jones is the Gerald S. Lesser Professor in Child Development and Education and Director of the EASEL Lab at the Harvard Graduate School of Education. Her research, anchored in prevention science, focuses on the effects of poverty and exposure to violence on social, emotional, and behavioral development from early childhood through early
adolescence. Over the past 15 years, her work has centered on evaluation research addressing the impact of preschool- and elementary-level social-emotional learning interventions on behavioral and academic outcomes and classroom practices, as well as new curriculum development, implementation, and testing.
Jones is also codirector (with Nonie Lesaux) of the Saul Zaentz Early Education Initiative and Co-PI of the Early Learning Study at Harvard (ELS@H). She serves on numerous national advisory boards and expert consultant groups related to social-emotional development, early childhood education, and child and family antipoverty policies, including recently as a member of the Council of Distinguished Scientists for the Aspen National Commission on Social, Emotional, and Academic Development. Her research is published in academic and educational journals as well as in trade publications, and she regularly presents her work to national academic and practitioner audiences. Jones holds a bachelor’s degree from Barnard College and a doctorate from Yale University.