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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
Existing research on self-management skills shows that measures of self- management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221…
Although there is a robust body of literature studying targets for academic indicators within school quality systems few studies explore target setting for non-academic indicators. Focusing on elementary schools within the CORE districts, we…
The CORE districts have been measuring SEL via self-report student surveys since 2015. Any district, state, or school looking to use these surveys can now build from what we have learned in the CORE districts. In this paper we provide benchmarking…
School value-added models are increasingly used to measure schools’ contributions to student success. At the same time, policymakers and researchers agree that schools should support students’ social-emotional learning (SEL) as well as academic…