Abstract: Conceptual Foundations of a Research Partnership to Advance the Practice and Assessment of Social Emotional Learning (Society for Social Work and Research 23rd Annual Conference - Ending Gender Based, Family and Community Violence)

Schedule:

Friday, January 18, 2019: 8:00 AM

Golden Gate 8, Lobby Level (Hilton San Francisco)

* noted as presenting author

Todd Herrenkohl, PhD, Marion Elizabeth Blue Professor of Child and Family, University of Michigan-Ann Arbor, Ann Arbor, MI

Tiffany Jones, MSW, Doctoral Candidate, University of Washington, Seattle, WA

Charles Lea, PhD, Assistant Professor, University of Washington, Seattle, WA

Angela Malorni, MPA, Doctoral Student, University of Washington, Seattle, WA

Background and Purpose:

Social and emotional learning (SEL) is a critical component of academic and life success (Durlak et al., 2011; Heckman, et al., 2006). In many schools across the nation, SEL has become part of a comprehensive strategy to strengthen students’ academic performance, improve school and classroom climate, and lessen behavior problems, such as bullying and peer harassment. However, there remain important questions for schools and community-based organizations (CBOs) about how to implement, assess, and sustain SEL programs for impact—tasks complicated by the limitations of commonly used measures (Denham, 2015; Duckworth & Yeager, 2015; Greenberg et al., 2003). Pressing questions also remain for schools and CBOs about how to collect and analyze data to monitor and enhance the implementation of programs (Schaughency & Ervin, 2006). Understanding how SEL programs and practices fit the local context and reflect the diversity of students is also important, but poorly understood.

The SEL Research Consortium is a collaborative approach to addressing these issues by convening schools districts, university partners, and community-based organizations from across the Roadmap Region of South Seattle and South King County in Washington State. In forming a research consortium, we aim to provide a space for participating member organizations to share ideas that will help advance the practice and assessment of SEL in schools and out-of-school settings, and to deepen knowledge of SEL measures and approaches.

In this presentation, we will provide background on the consortium model and steps we have taken to develop action goals related to the strategic plan. We will also explain how ideas cultivated in our local setting apply to schools and CBOs in other regions and states across the country.

Methods:

The SEL Research Consortium, theorized as a Networked Improvement Community (Coburn et al., 2013), convenes school districts, university partners, and CBOs in a region of South Seattle and South King County in Washington State. Monthly meetings provide opportunities for presentations on relevant themes and discussion of ideas to strengthen the assessment of SEL. The consortium has initiated several research projects that are linked to priority issues identified by participating members and their organizations.

Results:

Work of the consortium has helped to advance projects in several core areas of assessment; improve data literacy; and strengthen feedback systems for quality improvement and evaluation within school systems. Projects within one school district have furthered goals around survey use for the assessment and study of SEL and racial equity in academic outcomes.

Conclusion and Implications:

The consortium model is a highly promising approach to support the advancement of SEL practice and assessment. Results illustrate the value of engaging university and practice partners in a shared and deeply collaborative process of advancing research projects that align with priorities set by participating members. The approach is well-aligned with the mission of social work to increase capacity within systems for evidence-based programs and practices that lessen disparities and increase opportunities for marginalized and underserved groups.