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“This definitive handbook delivers a comprehensive blueprint for SEL science, practice, and policy. It emphasizes that high-quality, evidence-based SEL programming is not just about academic success—it's about equipping students with vital skills for lifelong well-being and achievement. The volume also speaks to the important need for school leaders, educators, and parents to elevate their own social and emotional competencies, so they can drive and sustain children’s healthy development.”

—Marc A. Brackett, PhD, Professor in the Child Study Center and Founding Director, Yale Center for Emotional Intelligence, Yale University


“There is no question about SEL that is not taken up by the second edition of this handbook. Whether you are looking for practical information about implementing SEL interventions in settings that serve children and youth, guidance on systems-level policies, or best practices for supporting the SEL of the adults who work with young people, you will find what you need in this volume. Both answering and raising important questions, chapters map the field and present the scientific foundation for SEL clearly and concisely. The contributors attend to the need for lifetime SEL skill development and the contribution of SEL to our capacity to make the world more just, equitable, and humane. With examples from around the globe, the Handbook takes seriously a cultural and systems-level lens.”

—Nancy L. Deutsch, PhD, Associate Dean for Faculty Development and Linda K. Bunker Professor of Education, School of Education and Human Development, University of Virginia


“This comprehensive text is the premier resource on the critically important topic of SEL for educators, policymakers, and researchers. The second edition provides new and important chapters about promoting equity through SEL, uses of technology, integrating SEL with other school initiatives, creating systems and policies that support SEL, and so much more. I recommend this book for SEL implementers at all levels, preschool through postsecondary, as well as graduate students in school psychology, school counseling, and social work.”

—Brian C. McKevitt, PhD, NCSP, School Psychology Program, University of Nebraska Omaha


“The distinguished editors of this book have assembled a knowledgeable team of researchers and practitioners. Each of the six sections is edited by expert commentators who identify contemporary dialogues and debates in this ever-expanding field. The international contributors provide evidence of the adaptability of SEL in different cultures and in a wide range of contexts. Case studies highlight the need for comparative studies that acknowledge the holistic nature of SEL. Special topics include SEL interventions to help heal the emotional wounds of children and young people affected by war and other devastating crises. This insightful book provides a wealth of knowledge for educators, researchers, health care professionals, and all those concerned for the emotional well-being of children. The dedication of the editors and authors shines through on every page.”

—Helen Cowie, PhD, Faculty of Health and Medical Sciences (Emeritus), University of Surrey, United Kingdom

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Table of Contents

- Foreword: A Book Meant to Be Put into Action, Maurice J. Elias

- Introduction: Guiding Principles for the Field of Social and Emotional Learning, Timothy P. Shriver

I. Foundations (Section Editors: Joseph A. Durlak, Celene E. Domitrovich, & Joseph L. Mahoney)

1. The Current Status of SEL, Joseph A. Durlak, Celene E. Domitrovich, & Joseph L. Mahoney

2. The Origins and Growth of SEL, Joseph L. Mahoney, Joseph A. Durlak, Mark T. Greenberg, & Cynthia R. Coleman

3. An Overview of Outcome Research on SEL Programs, Joseph A. Durlak & Joseph L. Mahoney

4. Assessing SEL: Perspectives from the Field, Clark McKown & Maria Kharitonova

5. On SEL and Equity, Christina Cipriano & Michael J. Strambler

6. The Economic Case for SEL, Damon Jones & Yoon Sun Hur

7. U.S. Federal and State Policies That Support Students’ Academic, Social, and Emotional Learning, Lakeisha Steele, Andrew Tucker, Aileen Ma, & Asher A. Miller

8. Fortifying the SEL Field: Critical Questions for the Road Ahead, Timothy P. Shriver, Aaliyah A. Samuel, & Justina Schlund

II. SEL through a Developmental Lens (Section Editors: Celene E. Domitrovich & Susanne A. Denham)

- Introduction to Part II

9. Family-School-Community Partnerships to Promote SEL, S. Andrew Garbacz, Tory L. Ash, & Rachel T. Santiago

10. What Is Educator SEL?: Why Is It Important, and How Can It Be Promoted?, Patricia A. Jennings & Pilar Alamos

11. Supporting the SEL of Preschool Children, Karen L. Bierman & Leah J. Hunter

12. SEL of Elementary-Age Students, Elise Cappella, Christina F. Mondi, Sophia H. J. Hwang, & Christine Park

13. SEL in Adolescence, Alexis R. Harris, Amy K. Syvertsen, & Lex Nappa

14. SEL for Well-Being and Equity in Higher Education, Colleen S. Conley & Deborah Donahue-Keegan

III. SEL and Equity (Section Editors: Christina Cipriano and Michael J. Strambler)

- Introduction to Part III

15. Using Systemic and Equitable SEL to Transform Discipline Practices, Anne Gregory & Sean Darling-Hammond

16. Equitable and Culturally Responsive SEL Assessment Practices, Temple S. Lovelace, Teaira C. McMurtry, & Lauren D. Kendall Brooks

17. Creating the Conditions for Systemic SEL with Positive School Climates, Juliette Berg, David Osher, Sarah Caverly, & David Adams

IV. Expanding Contexts and Applications of SEL (Section Editors: Harrison J. Kell & Laura S. Hamilton)

- Introduction to Part IV

18. Integration of SEL and Academics: Opportunities for Synergy in Mathematics and Science Instruction, Sara E. Rimm-Kaufman, Eileen G. Merritt, & Peter Youngs

19. How SEL Can Support Civic Learning in K–12 Schools, Laura S. Hamilton, Samuel H. Rikoon, & Margarita Olivera-Aguilar

20. Integrating SEL and Multi-Tiered Systems of Support for Behavior: A Strategy for Optimizing Implementation and Scale-Up of SEL Programming, Catherine P. Bradshaw, Alexa C. Budavari, Amanda Nguyen, Lora Henderson Smith, Lydia Beahm, Toshna Pandey, & Elise T. Pas

21. SEL and Comprehensive School Mental Health: Complementary Approaches to Support Flourishing in School Communities, Danielle R. Hatchimonji, Tiffany Beason, Jill Bohnenkamp, & Sharon Hoover

22. The District and Central Office Role in SEL Implementation, Sheldon Berman, Melissa Schlinger, & Karen VanAusdal

23. SEL in Out-of-School Time and Community, Jessica Newman & Deborah Moroney

24. SEL Competencies in the Workplace, Patrick Kyllonen, Michelle P. Martin-Raugh, & Harrison J. Kell

25. SEL and Technology, Susan Rivers, David Adams, Michelle Bertoli, & Letha Mellman

V. Toward Widespread Effective Practice (Section Editors: Kimberly A. Schonert-Reichl, Summer S. Braun, & Julia Mahfouz)

- Introduction to Part V

26. SEL and Preservice Teacher Education, Deirdre Hon, Kimberly A. Schonert-Reichl, Julie Sauve, & Kate Zinsser

27. Teacher Expertise and Contemplative SEL: Implications for Teacher Professional Development, Robert W. Roeser, Summer S. Braun, & Jaiya R. Choles

28. From SEL Theory to SEL Practice: Identifying Mechanisms of Action and Core Components, Sophie P. Barnes, Stephanie M. Jones, & Rebecca Bailey

29. SEL Standards Support Systemic SEL Policy and Practice, Nick Yoder, Caitlin Dermody, & Linda A. Dusenbury

30. Using Social and Emotional Competency Assessments for the Continuous Improvement of SEL, Marisa K. Crowder, Rachel A. Gordon, Laura Davidson, & Sarah Trescher

31. Social and Emotional Competencies of Principals, Julia Mahfouz & Mark T. Greenberg

32. Are You Ready for SEL?: Connecting Theory, Research, and Practice, Jessica Newman, Arielle Lentz, Brittany S. Cook, David Osher, & Abraham Wandersman

33. SEL Implementation and Dissemination Issues and Strategies, Kathryn Bruzios & Brittany Cooper

VI. International Perspectives on SEL (Section Editor: Carmel Cefai)

- Introduction to Part VI

34. SEL on the World Stage, Carmel Cefai & Celeste Simões

35. SEL in the European Context, Neil Humphrey, Valeria Cavioni, & Maria Poulou

36. SEL in Australia: A Systems Approach, Phillip T. Slee & Barbara A. Spears

37. From National Standards to Local Experiences: Policies, Programs, SEL Challenges, and Lessons Learned in Brazil and Latin America, Ana Luiza Raggio Colagrossi, Lina Maria Saldarriaga, Christian Berger, Emiliana Rodríguez-Morales, Beatriz Ferraz, & Alexandra Brentani

38. SEL in India and East Africa: Critical Reflection on Contexts, Practices, and Challenges, Daya Raja Sajeevan, John K. Mugo, Sreehari Ravindranath, Mauro Giacomazzi, Suchetha Bhat, & Vishal Talreja

39. SEL in Countries Affected by Armed Conflicts and Protracted Crises, Ha Yeon Kim, Reina Deitz, & J. Lawrence Aber

- Afterword: An Invitation for Collaboration and Growth, Summer S. Braun, Danielle R. Hatchimonji, Marisa K. Crowder, Ross C. Anderson, Pilar Alamos, Jerome Graham, Julia Mahfouz, & Casta Guillaume

- Author Index

- Subject Index

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About the Editors

Joseph A. Durlak, PhD, is Professor Emeritus of Psychology at Loyola University Chicago and is now enjoying retirement in Santa Fe, New Mexico. His major interests are social and emotional learning and related prevention efforts, implementation of interventions, and meta-analysis. Dr. Durlak is a recipient of the Joseph E. Zins Award for Action Research in Social and Emotional Learning from the Collaborative for Academic, Social, and Emotional Learning.

Celene E. Domitrovich, PhD, is Research Professor in the Department of Psychiatry at Georgetown University Medical Center and Director of Research and Innovation for the Early Childhood Innovation Network. She is also Senior Scientist at the Collaborative for Academic, Social, and Emotional Learning (CASEL) and maintains a professional affiliation with the Johns Hopkins School of Public Health. Her research and publications focus on evidence-based approaches to the development of social–emotional competence in children and youth and systemic approaches to the implementation of social and emotional learning efforts. Dr. Domitrovich has served on the board of the Society for Prevention Research and is a recipient of the Joseph E. Zins Award for Action Research in Social and Emotional Learning from CASEL.

Joseph L. Mahoney, PhD, is Research and Evaluation Analyst at Big Brothers Big Sisters of America. Trained as a developmental psychologist, he has expertise in social and emotional learning, in- and out-of-school time, and positive youth development. Dr. Mahoney has been Associate Professor of Psychology at Yale University and Professor of Education at the University of California, Irvine, as well as Senior Research Scientist at the Collaborative for Academic, Social, and Emotional Learning. He received a Distinguished Policy Fellowship from the Society for Research in Child Development and served as a senior education policy fellow and advisor to former U.S. Senator Jeff Bingaman.

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Audience

Teacher educators, school administrators, researchers, and education policymakers; school psychologists, educational psychologists, social workers, and counselors working with students ages 4–17 (grades PreK–12); child and adolescent clinical psychologists.

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Course Use

May serve as a supplemental text in graduate-level courses such as Social and Emotional Learning, Educational Leadership, and School-Based Interventions.

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Previous editions published by Guilford:

First Edition, © 2015
ISBN: 9781462527915

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New to this edition:

• Reflects a decade of significant advances in research, policy, and implementation.
• New and expanded topics—equity, culturally responsive practice, multi-tiered systems of support, adult SEL, technology tools and applications, mental health, scaling up successful interventions, and more.
• Six chapters on international SEL efforts, discussing both developed and developing countries.
• Every chapter concludes with Key Takeaway Points.