Supporting Social, Emotional, & Academic Development: Research Implications for Educators

October, 2018
Elaine M. Allensworth, Camille A. Farrington, Molly F. Gordon, David W. Johnson, Kylie Klein, Bronwyn McDaniel, and Jenny Nagaoka

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This research synthesis is designed to help teachers and principals support equitable outcomes for all students. It suggests ways teachers, administrators, and school support personnel can use insights from research to create pre-K-12 schools and classrooms that advance educational equity.

The synthesis brings together the UChicago Consortium’s ground-breaking research on the influence of school climate on student achievement, the importance of mindsets and developmental experiences, as well as other leading education research. It draws attention to the critical role of engagement and mindsets in student success; how teachers and administrators can create strong school climates that support students and engage families as partners; and how responsive classrooms can enable all students to have strong academic engagement.

The synthesis was supported by the W. Clement & Jessie V. Stone Foundation.

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