Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher-student relationship as a developmental context for children with internalizing or externalizing behavior problems.
School Psychology Quarterly,
23(1), 3–15. https://doi.org/10.1037/1045-3830.23.1.3
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
Battistich, V., Schaps, E., Watson, M., Solomon, D., & Lewis, C. (2000). Effects of the Child Development Project on students’ drug use and other problem behaviors. The Journal of Primary Prevention, 21(1), 75–99. https://doi.org/10.1023/A:1007057414994
Blair, C., & Raver, C. C. (2014). Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLoS ONE, 9(11), e112393. https://doi.org/10.1371/journal.pone.0112393
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133–148. https://doi.org/10.1177/1098300709334798
Bradshaw, C. P., Waasdorp, T. E., & Leaf, P. J. (2012). Effects of school-wide positive behavioral interventions and supports on child behavior problems. Pediatrics, 130(5), e1136–e1145. https://doi.org/10.1542/peds.2012-0243
Bronfenbrenner, U. (1979). The ecology of human development:
Experiments by nature and design. Harvard University Press.
Bryk, A. S., & Schneider, B. (2002). Trust in schools: A core resource for improvement. Russell Sage Foundation.
Cicchetti, D., & Rogosch, F. A. (2002). A developmental psychopathology perspective on adolescence. Journal of Consulting and Clinical Psychology, 70(1), 6–20. https://doi.org/10.1037/0022-006X.70.1.6
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). A (re)introduction to social and emotional
learning: CASEL’s definition and framework. https://casel.org/wp-content/uploads/2020/10/Oct-9-CCW.pdf
Denham, S. A. (2018). Keeping SEL developmental: The importance of a developmental lens for fostering and assessing SEL competencies. Collaborative for Academic, Social, and Emotional Learning. https://casel.org/wp-content/uploads/2020/04/Keeping-SEL -Developmental.pdf
Domitrovich, C. E., Li, Y., Mathis, E. T., & Greenberg, M. T. (2019). Individual and organizational factors associated with teacher self-reported implementation of the PATHS curriculum. Journal of School Psychology, 76, 168–185. https://doi.org/10.1016/j.jsp.2019.07.015
Durlak, J. A., & DuPre, E. P. (2008). Implementation matters: A review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41(3–4), 327–350. https://doi.org/10.1007/s10464-008-9165-0
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Durlak, J. A. (2016) Programme implementation in social and emotional learning: Basic issues and research findings. Cambridge Journal
of Education, 46(3), 333–345. https://doi.org/10.1080/030576 4X.2016.1142504
Gallup. (2017). State of America’s schools: The path to winning again in education. https://www.gallup.com/file/services/178769/Gallup%20 Report%20--%20State%20Of%20Americas%20Schools.pdf
Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, H., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6–7), 466–474. https://doi.org/10.1037/0003-066X.58.6-7.466
Grusec, J. E. (1992). Social learning theory and developmental psychology: The legacies of Robert Sears and Albert Bandura. Developmental Psychology, 28(5), 776–786. https://doi.org/10.1037/0012-1649.28.5.776
Hagelskamp, C., Brackett, M. A., Rivers, S. E., & Salovey, P. (2013). Improving classroom quality with the RULER approach to social
and emotional learning: Proximal and distal outcomes. American Journal of Community Psychology, 51(3–4), 530–543. https://doi.org/10.1007/s10464-013-9570-x
Hamre, B., Hatfield, B., Pianta, R. C., & Jamil, F. (2014). Evidence for general and domain-specific elements of teacher-child interactions: Associations with preschool children’s development. Child Development, 85(3), 1257–1274. https://doi.org/10.1111/cdev.12184
Hamre B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2), 625–638.
https://doi.org/10.1111/1467-8624.00301
Heckman, J. J., & Kautz, T. (2013). Fostering and measuring skills: Interventions that improve character and cognition (NBER Working Paper No. 19656). National Bureau of Economic Research. https://doi.org/10.3386/w19656
Jagers, R. J., Rivas-Drake, D., & Borowski, T. (2018) Equity & social and emotional learning: A cultural analysis. Collaborative for Academic, Social, and Emotional Learning. https://measuringsel.casel.org/ wp-content/uploads/2018/11/Frameworks-Equity.pdf
James, A. G., Noltemeyer, A., Ritchie, R., & Palmer, K. (2019). Longitudinal disciplinary and achievement outcomes associated with school-wide PBIS implementation level. Psychology in the Schools, 56(9), 1512–1521. https://doi.org/10.1002/pits.22282
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491–525. https://doi.org/10.3102/0034654308325693
Jones, S. M., & Bouffard, S. M. (2012). Social and emotional learning in schools: From programs to strategies. Social Policy Report, 26(4), 1–33. https://doi.org/10.1002/j.2379-3988.2012.tb00073.x
Kam, C.-M., Greenberg, M. T., & Walls, C. T. (2003). Examining the role of implementation quality in school-based prevention using the PATHS curriculum. Prevention Science, 4(1), 55–63. https://doi.org/10.1023/a:1021786811186
Kendziora, K., & Yoder, N. (2016). When districts support and integrate social and emotional learning (SEL): Findings from an ongoing evaluation of districtwide implementation of SEL. Education Policy Center at American Institutes for Research. https://files.eric.ed.gov/fulltext/ED571840.pdf
La Paro, K. M., Hamre, B. K., Locasale-Crouch, J., Pianta, R. C., Bryant, D., Early, D., Clifford, R., Barbarin, O., Howes, C., & Burchinal, M. (2009). Quality in kindergarten classrooms: Observational evidence for the need to increase children’s learning opportunities in early education classrooms. Early Education and Development, 20(4), 657–692. https://doi.org/10.1080/10409280802541965
Little, P., & Pittman, K. J. (2018) Building partnerships in support of where, when, and how learning happens. Aspen Institute National Commission on Social, Emotional, and Academic Development. https://www.aspeninstitute.org/publications/building-partnerships-in -support-of-where-when-how-learning-happens/
Low, S., Cook, C. R., Smolkowski, K., Buntain-Ricklefs, J. (2015). Promoting social–emotional competence: An evaluation of the elementary version of Second Step®. Journal of School Psychology, 53(6), 463–477. https:// doi.org/10.1016/j.jsp.2015.09.002
Lynn J., Gase L., Roos J., Oppenheimer, S., Dane A., Stachowiak S., Akey,
T., Beyers, J., Chew, A., Habtemariam, E., Gutierrez, J., & Orians, C. (2018).
When collective impact has an impact: A cross-site study of 25
collective impact initiatives. Spark Policy Institute, ORS Impact.
https://www.orsimpact.com/blog/When-Collective-Impact-Has
-Impact-A-Cross-Site-Study-of-25-Collective-Impact-Initiatives.htm
Mahoney, J. L., Weissberg, R. P., Greenberg, M. T., Dusenbury, L., Jagers, R. J., Niemi, K., Schlinger, M., Schlund, J., Shriver, T. P., VanAusdal, K., & Yoder, N. (2020). Systemic social and emotional learning:
Promoting educational success for all preschool to high school students. American Psychologist. Advance online publication. https://doi.org/10.1037/amp0000701
McClelland, M. M., Tominey, S. L., Schmitt, S. A., & Duncan, R. (2017). SEL interventions in early childhood. The Future of Children, 27(1), 33–47. https://doi.org/10.1353/foc.2017.0002
Murray, D. W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-regulation and toxic stress report 1: Foundations for understanding self-regulation from an applied developmental perspective (OPRE Report
# 2015-21). Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. https://www.acf.hhs.gov/sites/default/files/opre/report_1_foundations_ paper_final_012715_submitted_508.pdf
National Equity Project. (n.d.). Social emotional learning and equity. https://www.nationalequityproject.org/frameworks/social-emotional -learning-and-equity
Oberle, E., Domitrovich, C. E., Meyers, D. C., & Weissberg, R. P. (2016). Establishing systemic social and emotional learning approaches in schools: A framework for schoolwide implementation. Cambridge Journal of Education, 46(3), 277–297. https://doi.org/10.1080/030576 4X.2015.1125450
Ocasio, K., Van Alst, D., Koivunen, J., Huang, C.-C., & Allegra, C. (2015). Promoting preschool mental health: Results of a 3 year primary prevention strategy. Journal of Child and Family Studies, 24, 1800–1808. https://doi.org/10.1007/s10826-014-9983-7
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 1, 6–36. https://doi.org/10.1 080/10888691.2017.1398650
Pittman, K. J., Irby, M., Tolman, J., Yohalem, N., & Ferber, T. (2003). Preventing problems, promoting development, encouraging engagement: Competing priorities or inseparable goals? The Forum for Youth Investment, Impact Strategies Inc. http://dev.forumfyi.org/files/Preventing%20Problems,%20 Promoting%20Development,%20Encouraging%20Engagement.pdf
Rimm-Kaufman, S. E., Larsen, R. A. A., Baroody, A. E., Curby, T. W., Ko., M., Thomas, J. B., Merritt, E. G., Abry, T., & DeCoster, J. (2014). Efficacy of the responsive classroom approach: Results from a 3-year, longitudinal randomized controlled trial. American Educational Research Journal, 51(3), 567–603. https://doi.org/10.3102/0002831214523821
Roeser, R. W., Midgley, C., & Urdan, T. (1996). Perceptions of the school psychological environment and early adolescents’ psychological and behavioral functioning in school: The mediating role of goals and belonging. Journal of Educational Psychology, 88(3), 408–422. https://doi.org/10.1037/0022-0663.88.3.408
Santrock, J. W. (2008). Child development (12th ed.). McGraw-Hill Companies, Inc.
Scaccia, J. P., Cook, B. S., Lamont, A., Wandersman, A., Castellow, J., Katz, J.,
& Beidas, R. S. (2015). A practical implementation science heuristic for organizational readiness: R = MC2. Journal of Community Psychology, 43(4), 484–501. https://doi.org/10.1002/jcop.21698
Schien, E. H. (1995). Organizational culture and leadership. Jossey-Bass.
Schwartz, H. L., Hamilton, L. S., Faxon-Mills, S., Gomez, C. J., Huguet, A., Jaycox, L. H., Leschitz, J. T., Prado Tuma, A., Tosh, K., Whitaker, A. A., & Wrabel, S. L. (2020). Early lessons from schools and out-of-school time programs implementing social and emotional learning. RAND Corporation. https:// www.rand.org/pubs/research_reports/RRA379-1.html
Wentzel, K. R. (1998). Social relationships and motivation in middle school: The role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202–209. https://doi.org/10.1037/0022-0663.90.2.202
Zins, J. E., & Elias, M. J. (2006). Social and emotional learning. In G. G. Bear
& K. M. Minke (Eds.), Children’s needs III: Development, prevention, and intervention (pp. 1–13). National Association of School Psychologists.