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This study sought to determine the major challenges in implementing a Participatory Action Research (PAR) model of consensus building in secondary schools. The focus of this research was the implementation of a social-emotional learning/violence prevention program of our own design at Cleveland High School in Seattle, Washington. Research data was collected via individual interviews with the PAR collaborators, focus groups conducted with the PAR team, and the maintenance of a journal by one of the researchers. Through qualitative analysis we were able to extract six major challenges: (1) time contraints; (2) communicating across a hierarchical system in a leaderless group; (3) participant frustration with past projects that didn't meet their expectations; (4) group organization and facilitation; (5) recruitment for the PAR team; and (6) different conceptions of violence, its causes, and how well our school is responding to this issue. We then developed multiple solutions for each of these challenges in collaboration with the PAR team.
Using Social Emotional Learning to Prevent School Violence is an essential resource that seeks to close the existing gap in literature on ways to mitigate school violence, as well as to advocate for the integration of social emotional learning in schools. In an effort to create culturally responsive, student-centered, and secure school environments, this book outlines strategies that highlight the importance of collaboration between critical stakeholders in identifying and mitigating bullying, assisting students struggling with relationship building skills, grief and loss, and anger; particularly those that demonstrate the need for power and control or the desire for retaliation. Mental health issues are also taken into consideration. Proactive responses and best practices are exemplifed in order to equip struggling students with resources that foster their well-being and success. Dr. Paolini draws upon extensive research in her depiction of school violence in America’s education system and designs lesson plans and activities that address and align with each of the social emotional learning core competencies for both elementary and secondary school counselors. This book will be of interest to critical stakeholders in P-12 settings as well as those in higher education, particularly as a resource for graduate students training to become transformative school counselors.
Existing literature demonstrates that violence, particularly youth violence, can be prevented and as a result, many prevention programs are employed in school settings. Among the approaches to school violence prevention are zero tolerance policies. These harsh policy measures increasingly prove unsuccessful in reducing school violence, show negative impacts on school climate, and are disproportionately applied to underrepresented minorities. This growing evidence led many schools to explore other avenues of violence prevention through restorative practices and incorporating social-emotional learning (SEL) into the curriculum. However, present literature specific to SEL programs tend to focus only on impacts on academic achievement and learning. The present study will add to this growing literature on the impact of SEL programs by examining school violence and examining the extent to which schools use restorative practices as an alternative to exclusionary discipline practices. This study uses school-level data from the 2015-16 school year obtained from the US Department of Education, National Center for Education Statistics, School Survey on Crime and Safety. Using a negative binomial regression this study examines the impact of several school violence prevention programs on the total number of violent and criminal incidents occurring at school. Ordered logistic regression is then used to examine the sensitivity of the results to the measurement of the dependent variable. Results from the study did not show significant reductions in school violence when social emotional learning programs were present; however, several takeaways are presented on exploring alternative strategies to reducing violence, improving the school environment, or meeting state or federal guidelines. There is no one size fits all approach to reducing school violence, especially since each school environment is different. One key conclusion from this paper is that restorative practices and social emotional learning are under-utilized and offer opportunities for decision makers to explore.
The authors draw upon scientific studies, theories, site visits, nd their own extensive experiences to describe approaches to social and emotional learning for all levels.
Creating Safe, Equitable, Engaging Schools brings together the collective wisdom of more than thirty experts from a variety of fields to show how school leaders can create communities that support the social, emotional, and academic needs of all students. It offers an essential guide for making sense of the myriad frameworks, resources, and tools available to create a continuous improvement system. Filled with recommendations gleaned from research and ongoing work in every US state and territory, this book is a critical resource for understanding and adopting evidence-based practices and making programmatic decisions to ensure the ideal conditions for learning, growth, and development. "Creating Safe, Equitable, Engaging Schools is an essential read for teachers, principals, district leaders, and organizations that work with schools to create challenging and supportive environments for all students." --Paul Cruz, superintendent, Austin Independent School District "Osher and colleagues not only connect the dots between big ideas--deeper learning, trauma, social and emotional learning, evidence-based programs, comprehensive community planning--but they model the continuous improvement approach in the way ideas are ordered across and within the chapters. This is a masterful volume: comprehensive, accessible, and way overdue." --Karen J. Pittman, cofounder, president and CEO, The Forum for Youth Investment "This book provides a very usable road map for creating safe, healthy, equitable, and caring schools. The editors and contributors successfully integrate research, practice, and policy to help educators develop and implement effective and sustainable models to nurture caring schools that all children and educators deserve." --Mark T. Greenberg, Bennett Chair of Prevention Research, Pennsylvania State University David Osher is vice president and an institute fellow at American Institutes for Research. Deborah Moroney is a managing director at American Institutes for Research and is director of the youth development and supportive learning environments practice area. Sandra Williamson is a vice president for policy, practice, and systems change at American Institutes for Research.
This report examines specific elements of the School Violence Prevention Demonstration Program (SVPDP) of the Center for Civic Education, providing data from an assessment of the first-year SVPDP implementation process. Chapter 1 examines the state of violence prevention and civic education in American schools. Chapter 2 outlines the 1999-00 SVPDP research strategy and design, the program's first-year implementation plan, and the challenges of balancing the SVPDP's implementation and research objectives. Chapter 3 profiles the seven first-year SVPDP pilot districts, highlighting characteristics shaping the program's implementation in each district. Chapters 4-8 assess the seven pilot sites' first year implementation, identifying the influence of several classroom, school, school district, and community factors: SVPDP site coordinators and site evaluators; SVPDP teachers and teacher training workshops; SVPDP curricular materials and culminating activities; the physical, instructional, and policy environments of the SVPDP classrooms and schools; and SVPDP-related school district, parent, and community factors. Chapter 9 concludes by affirming the importance of curriculum-based civic education programs such as the SVPDP, recommending key action steps to support the sound, long-term use of civic education curricular materials for school violence prevention. Five appendixes contain questionnaires and curriculum outlines. (SM)
The burgeoning multidisciplinary field of social and emotional learning (SEL) now has a comprehensive and definitive handbook covering all aspects of research, practice, and policy. The prominent editors and contributors describe state-of-the-art intervention and prevention programs designed to build students' skills for managing emotions, showing concern for others, making responsible decisions, and forming positive relationships. Conceptual and scientific underpinnings of SEL are explored and its relationship to children's and adolescents' academic success and mental health examined. Issues in implementing and assessing SEL programs in diverse educational settings are analyzed in depth, including the roles of school- and district-level leadership, teacher training, and school-family partnerships.
The reauthorization of the U.S. Elementary and Secondary Education Act, referred to as the Every Student Succeeds Act (ESSA), emphasizes evidence-based interventions while giving states and districts new flexibility on the use of federal funds, including funds that could be used to support social and emotional learning (SEL). The authors review recent evidence on U.S.-based SEL interventions for K-12 students to better inform the use of SEL interventions under ESSA. This report discusses the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that meet the standards of evidence and might be eligible for federal funds through ESSA. Federal, state, and district education policymakers can use this report to identify relevant, evidence-based SEL interventions that meet their local needs. A companion volume (available on the website) catalogues these interventions in more detail and outlines the research that has examined them.
The purpose of the current study was two-fold. Firstly, to explore and describe how school staff members, learners and parents collaborate to prevent violence at two urban secondary schools and secondly, to help school staff members, parents and policymakers to gain a better understanding of the complex and multi-faceted problem of addressing school violence, which should result in guiding them to adopt effective strategies to prevent violence. The ecosystemic perspective, which is an integration of ecological and systems theories combined with the typology of violence, was the theoretical lens through which the phenomenon of adolescent learner violence was viewed. The study was rooted in the sociological interpretative research paradigm and a qualitative descriptive and exploratory case study design was employed. Multi-method data collection strategies (individual, dyad, triad and group interviews: document reviews) were employed to obtain trustworthy data from the three population units of analysis (school staff members, learners and parents) at the two selected urban secondary school sites situated in Johannesburg, South Africa. The inductive qualitative content analysis of the framework approach was used to give a transparent account of the data analysis process. Constant comparative analysis was employed to discover the emergent themes. The main research findings were interpreted by relating the results to the research purpose, the socio-ecological theoretical framework and the existing knowledge base on collaborative strategies for violence prevention. The findings of the current study suggest that family-school collaboration in violence prevention is especially important for families with adolescent children. Adolescence is characterised by many physical and psychological changes and development. Adolescents strive to find their independence and establish their own identities. However, this experimentation may lead to risk-taking or antisocial behaviour. Contrary to current belief, the findings of the current study suggest that adolescent learners want their parents to be involved in their lives and that parents want to support their children's education but may lack the know-how. The learners explicitly expressed their need for the support and guidance of both their parents and also the school staff members in withstanding the peer and societal pressures that can result in their acting in aggressive or violent ways at school. To promote the positive development of all young people, the school staff members and most centrally young people and their families, must actively work together to establish positive and effective family-school collaborative partnerships as part of their violence prevention strategies. Copyright.
Social emotional skills are a necessary component of student learning in both the cognitive and affective domains of learning. International schools are particularly complex environments for incorporating social emotional learning (SEL) as cultural factors often complicate the school community's perception of the need for SEL and the content of the curriculum. In an international school in Thailand, we fostered an SEL program for secondary students. Using participatory action research methodology, a co-practitioner research team collected data from interviews, observations, and reflective memos to explore how cultural influences shaped the supports and inhibitors to implementing an SEL program. Cultural influences from students' homes, the community, student dynamics in the classroom, and teachers' professional knowledge and skills all influenced the conception and expression of SEL competencies. Most members of the school community--teachers, students, and parents--believed social-emotional skills were necessary for academic success and students' future lives although for different reasons. However, teachers needed additional professional development so they could explicitly include social-emotional learning in their lessons. For international schools considering how to integrate SEL and their academic program, attention to all elements of the cultural context is crucial.