Author: Joseph E. Zins, Michelle R. Bloodworth, Roger P. Weissberg & Herbert J. Walberg
Full Citation: Zins, J.E., Bloodworth, M.R., Weissberg, R.P., & Walberg, H.J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, 17(2-3), 191–210.
Overview: Schools will be most successful in their educational mission when they integrate efforts to promote children’s academic, social, and emotional learning (Elias et al., 1997). There is general agreement that it is important for schools to foster children’s social-emotional development, but all too often educators think about this focus in a fragmented manner, either as an important end in itself or as a contributor to enhancing children’s health (e.g., drug prevention), safety (e.g., violence prevention), or citizenship (e.g., service learning). Although social and emotional learning (SEL) plays important roles in influencing these nonacademic outcomes, SEL also has a critical role in improving children’s academic performance and lifelong learning. This chapter and book make a compelling conceptual and empirical case for linking SEL to improved school attitudes, behavior, and performance.