Teaching and Learning Conditions

This website provides access to reports, briefs, and other resources summarizing the growing body of research and best practices for social and emotional learning.

This brief highlights the following four high-leverage practices for K-12 teachers of students with disabilities: establish a consistent, organized, and respectful learning environment; provide positive and constructive feedback to guide students’ learning and behavior; teach social behaviors; and conduct functional behavioral assessments to develop individual student behavior support plans.

This brief highlights the following three high-leverage practices for K-12 teachers of students with disabilities: collaborate with professionals to increase student success; organize and facilitate effective meetings with professionals and families; and collaborate with families to support student learning and secure needed services.

This website provides states with resources to build a foundational support plan for social and emotional learning, strengthen adult competencies and capacity, promote social and emotional learning for students, and use data for continuous improvement. States can use these resources to inform their own work, learn how their peers are addressing similar issues through practical examples, and customize materials for their own use.

This policy snapshot summarizes existing research about the effects of education on students’ social and emotional skills, identifies important state and district policy considerations for initiating and integrating social and emotional learning into classroom instruction, and presents considerations for preparing and developing teachers and leaders to focus on the whole child.

This professional learning module helps regional, state, and district leaders deepen their knowledge and skills for integrating a social and emotional learning emphasis into their policy and planning work; strengthen connections between social and emotional learning, state standards, and teacher evaluation and professional development systems; and learn strategies to support school leaders in guiding teachers to reflect on their own teaching practices and social and emotional competencies.

This case study seeks to inform policymakers, practitioners, and teacher educators about the components of a strong social and emotional learning-focused teacher preparation and development program by exploring two examples and outlining implications for policy and practice.

This brief and accompanying report offers recommendations for how state agencies can measure and promote social and emotional learning in their accountability and continuous improvement plans.

This literature review and innovation configuration matrix helps teacher preparation professionals self-assess the extent to which culturally responsive teaching practices are taught, observed, and applied within teacher preparation and professional development programs.

This Course Enhancement Module (CEM) on culturally relevant education is a compilation of resources intended for use in the development and enhancement of teacher and leadership education courses as well as for professional development programs for practitioners. This CEM provides foundational knowledge related to culturally relevant education, including common terms, examples in selected content areas, and information about managing the classroom and individual behaviors.