H306 Course Description

H306A: There is a broad and rich body of research suggesting that "non-cognitive," non-academic, or social and emotional skills (e.g., self-regulation, self-control, persistence, executive functions, social and emotional learning, social problem solving, etc.) matter a great deal for children's success in school, as well as for many other important developmental outcomes (e.g., mental health, positive behavior, college entry and completion, earnings). For example, there is evidence that students learn more and classrooms are more functional when children and adolescents have skills such as managing negative emotions, being calm and focused, paying attention, controlling impulses, and navigating relationships with peers and adults. In addition, there is always popular interest in concepts like "grit" and "emotional intelligence," in part sparked by a plethora of broad audience writing on the topic that has emerged over the last decade (e.g., Paul Tough's book, How Children Succeed; Walter Mischel’s, The Marshmallow Test, Angela Duckworth’s Grit: The Power of Passion and Perseverance etc.).However, the national discussion of this broad domain lacks clarity – as is signaled by the wide array of skills and concepts that are lumped into this category – and is beset by dilemmas about where they fit in the education landscape and about how best to promote them in practice. In truth, some might suggest this field is currently at a crossroads with decades of research and a large body of effective practices on the one hand, and at the same time, legitimate questions and debate about some of the core ideas (e.g., self-control and grit), how they are extended to practice, and what they suggest about children’s development in context.In this module, we will explore these issues focusing on theory and research related to social and emotional development that draws on knowledge from multiple fields including psychology, neuroscience, sociology, and education. We address the foundations of the practical work in schools and other learning settings focusing on (1) defining and describing key skills areas (social, emotional, cognitive, and character/beliefs), (2) distilling and critiquing the evidence base, and (3) tackling current challenges in the field and its intersections with other important areas including educational equity and trauma informed practice.

H306B: This workshop is designed for students interested in applying theory and research learned in H306a to the development and design of social and emotional learning strategies and approaches for real-world contexts such as schools or out-of-school programs. In this module, we will explore existing approaches to cultivate SEL across skill area (executive function, growth mindset, etc.), developmental context (early childhood through adulthood), and setting (schools, community organizations, etc.). We will also survey the array of measurement approaches (teacher and student surveys, classroom observations, etc.) and discuss the advantages and challenges of each. Through readings, case studies, guest speakers, and workshops, students will learn how to design research-based social and emotional learning strategies that align what we know (research), what we do (strategies and interventions), and what we expect to change (measurement). Building on their policy- or practice-oriented research brief developed in H306a, and with feedback from the instructor and their peers, students will (1) design a strategy for use in practice and (2) craft an aligned measurement approach.