EU-SELF Forum Right arrow

51 Country Overviews

United States of America  

Author(s)

  • Dariush Djamnezhad, LU-CRED, Child and Adolescent Psychiatry, Department of Clinical Sciences Lund, Lund University
  • Björn Hofvander, LU-CRED, Child and Adolescent Psychiatry, Department of Clinical Sciences Lund, Lund University

Abstract

Although the provision and support for early childhood education and care (ECEC) may vary considerably, the United States of America (USA) is home to many of the pioneering efforts regarding social and emotional learning (SEL). There are various initiatives driving the development of SEL, with CASEL (Collaborative for Academic, Social, and Emotional Learning) being a prominent organisation in this field. The Ecological Approaches to Social Emotional Learning Laboratory (EASEL lab) EASEL has also developed several noteworthy projects in this scope. There are also many other organisations working with specific SEL interventions. A majority of SEL interventions in the world seem to have their origins in the USA, at least when looking at experimentally evaluated interventions. Several repositories are available in the US for aiding stakeholders in choosing appropriate tools for assessment and interventions regarding SEL.

References

  • Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., et al. (2018). Social and Emotional Learning Associated with Universal Curriculum-Based Interventions in Early Childhood Education and Care Centers. JAMA Network Open, 1, e185727. doi:10.1001/jamanetworkopen.2018.5727
  • Blueprints for Healthy Youth Development. (n.d.). About Blueprints. https://www.blueprintsprograms.org/about/
  • Bowles, T., Jimerson, S., Haddock, A., Nolan, J., Jablonski, S., Czub, M., & Coelho, V. (2017). A review of the provision of social and emotional learning in Australia, the United States, Poland, and Portugal. Journal of Relationships Research, 8.
  • Carlson, J. S., Tiret, H. B., Bender, S. L., & Benson, L. (2011). The influence of group training in the Incredible Years Teacher Classroom Management Program on preschool teachers’ classroom management strategies. Journal of Applied School Psychology, 27(2), 134-154.
  • CASEL. (n.d.). Our History. https://casel.org/about-us/our-history/
  • CASEL Program Guide. (n.d.). Program Guide. https://pg.casel.org/
  • Cipriano, C., Taylor, J.J., Weissberg, R., Blyth, D., & McKown, C. (2020) Catalyzing Future Directions of SEL Assessment. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning.
  • Denham, S. A., Ji, P., & Hamre, B. (2010). Compendium of Preschool Through Elementary School Social‐Emotional Learning and Associated Assessment Measures. https://casel.s3.us-east-2.amazonaws.com/compendium-of-preschool-through-elementary-school-social-emotional-learning-and-associated-assessment-measures.pdf
  • Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomized trial of the preschool “PATHS” curriculum. The Journal of primary prevention, 28(2), 67-91.
  • Dusenbury, L.A., Newman, J.Z., Weissberg, R.P., Goren, P., Domitrovich, C.E., & Mart, A.K. (2015). "The Case for Preschool Through High School State Learning Standards for SEL." In J.A. Durlak, C.E. Domitrovich, R.P. Weissberg, & T.P. Gullotta (Eds.), Handbook of Social and Emotional Learning. New York: Guilford Press.
  • EASEL lab. (n.d.). Our Funders. https://easel.gse.harvard.edu/our-funders
  • Luo, L., Reichow, B., Snyder, P., Harrington, J., & Polignano, J. (2020). Systematic review and meta-analysis of classroom-wide social–emotional interventions for preschool children. Topics in Early Childhood Special Education, 0271121420935579. doi:10.1177/0271121420935579
  • Lynch, K. B., Geller, S. R., & Schmidt, M. G. (2004). Multi-year evaluation of the effectiveness of a resilience-based prevention program for young children. Journal of Primary Prevention, 24(3), 335-353.
  • Measuring SEL. (n.d.). SEL Assessment Guide. https://measuringsel.casel.org/assessment-guide/
  • National Center for Systemic Improvement. (2018). Measuring social and emotional development in children birth to age 3. San Francisco, CA: WestEd
  • OECD (2020), Early Learning and Child Well-being: A Study of Five-year-Olds in England, Estonia, and the United States, OECD Publishing, Paris, https://doi.org/10.1787/3990407f-en.
  • RAND. (n.d.). Search Education Assessments. https://www.rand.org/education-and-labor/projects/assessments/tool.html
  • Saul Zaentz Early Education Initiative. (n.d.). Who We Are. https://zaentz.gse.harvard.edu/who-we-are/
  • Schmitt, S. A., Flay, B. R., & Lewis, K. (2014). A pilot evaluation of the Positive Action prekindergarten lessons. Early Child Development and Care, 184(12), 1978-1991. https://doi.org/10.1080/03004430.2014.903942

Download document

CO-236-United_States.pdf