全球智库信息集成服务系统

ESSA Supports SEL Through Several Different Funding Streams

• The funding stream most directly relevant for SEL is Title IV (21st Century Schools).
• Titles I (Improving the Academic Achievement of the Disadvantaged) and II (Preparing, Training, and Recruiting High-Quality Teachers, Principals, or Other School Leaders) also provide opportunities to support SEL.

Numerous SEL Interventions Across Grade Levels Meet ESSA Evidence Requirements

• In general, ESSA has three tiers of evidence ranging from Tier I (strong evidence) to Tier III (promising). An additional tier (IV) involves interventions that lack evidence to date but seem likely to succeed and are currently undergoing evaluation.
• The authors identified 60 SEL interventions evaluated at U.S.-based K–12 schools that met evidence requirements for Tiers I–III.

Educators in Elementary Schools and Urban Communities Have the Most Options of SEL Interventions that Meet ESSA Evidence Requirements

• The majority of the 60 interventions were evaluated at the elementary school level and in urban communities.
• A substantial number of interventions have been validated with samples that mostly consist of students who come from low-income families or from racial/ethnic minority groups.

Interpersonal Competencies are the Most Common Outcomes Positively Impacted in Studies of Evidence-Based Interventions

• Most of the interventions reported positive results on building students' interpersonal competencies (e.g., prosocial behaviors, interpersonal communication, and social problem-solving skills), followed by intrapersonal competencies (e.g., attention, emotional regulation, and resilience).
• Several interventions also demonstrated positive results on school climate and safety, academic achievement and attainment, disciplinary outcomes, and civic attitudes and behaviors.