Читать книгу Essentials of Social Emotional Learning (SEL) - Donna Lord Black - Страница 58

More recently, in November 2016, the Aspen Institute launched the National Commission on Social, Emotional, and Academic Development to explore how schools can fully integrate SEL into policies and instructional practices that have traditionally emphasized academics. During the two years after it was formed, the Commission met and talked with young people, parents, teachers, school and district leaders, community leaders, and other experts to investigate how students learn. The Commission also reviewed more than two decades of research across the fields of psychology, social science, and brain science. The Commission published four reports and related resources, with the fourth and final report acknowledging how learning is deeply linked across the social, emotional, and cognitive dimensions. This final report emphasized that schools must rethink how they teach and educate students and must focus on educating the whole child. According to the executive summary of the report, “The promotion of social, emotional, and academic learning is not a shifting fad; it is the substance of education itself” (National Commission on Social, Emotional, and Academic Development, 2019, p. 1). A set of recommendations across six broad categories was included in the full report and identified, among others, such things as transforming the learning environment to ensure safety and support for all students, embedding social and emotional teaching with academics and schoolwide practices, and building adult expertise in child development (National Commission on Social, Emotional, and Academic Development, 2019). A full list of the recommendations can be found in Rapid Reference 2.7.