Social Emotional Learning in High School: How Three Urban High Schools Engage, Educate, and Empower Youth

By Stanford Center for Opportunity Policy in Education
August 18, 2016

This research series from the Stanford Center for Opportunity Policy in Education documents practices at three small urban high schools that effectively leverage a systemic school-wide focus on social and emotional learning to educate and empower their students. These schools work to educate the “whole child” by building their ability to know themselves, grow and maintain supportive relationships, be socially responsible members of their school community, and gain academic success. In particular, the schools include a social justice perspective combined with social-emotional learning to best meet the needs of the minority and low-income urban youth they serve.

The study is based on in-depth case studies, student surveys, and comparison of student data to national data. Results have been published in an abstract, research brief, technical report, cross-case analysis, and three case studies. This research series will be relevant for counselors, administrators, teachers, and other school or district leaders interested in social-emotional skill-building at the high school level.

Source Organization: Stanford Center for Opportunity Policy in Education

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