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Supporting students’ social-emotional, mental & physical health

Social Emotional Health

There is increasing recognition among educators, researchers, policymakers, and the broader public that schools should play a role in students’ mental, physical, and social-emotional health.

This “whole child” approach is designed to ensure that all students in California, particularly those who are historically underserved, have the opportunities and supports they need to thrive academically, socially and emotionally, and in college, career, and life.

A key part of PACE’s research in this area is driven by the CORE Districts’ surveys of students in grades 4-12 on their school’s culture and climate (CC) and their own social-emotional learning (SEL), including growth mindset, self-management, self-efficacy, and social awareness. Our work aimed to better understand SEL/CC measurement and to provide guidance for how schools can better serve students needs in this area. 

Recent Topic Publications
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Declining student enrollment is leading to a loss of revenue in many California school districts. To address ongoing budget shortfalls, many districts have consolidated or shuttered schools, and others are contemplating doing so. In this session,…
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Enrollment in California public schools has been declining and is projected to fall even more steeply during the next decade. Because funding for school districts is largely based on average daily attendance rates, a decline in enrollment results in…
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This study investigates racial disparities in school closures both within California and nationally. Findings highlight an alarming pattern: Schools enrolling higher proportions of Black students are at significantly increased risk of closure…
Guidance for District Administrators Serving Newcomer Students
Newcomers represent a large and understudied subgroup of students in California. The Oakland Unified School District has been disaggregating data on newcomer status for the last 7 years, providing a basis for analyzing graduation outcomes for…