"In the United States, social-emotional well-being has become a priority because of concerning mental health and well-being outcomes for adolescent youth. High schools and school districts have responded by expanding mental health and social-emotional supports. However, there is little research to understand the ways in which educational leaders—including superintendents, school district coordinators, and principals—organize practices and policies to support social-emotional well-being for high school students.

In this report, the authors seek to close this research gap by presenting findings from a multi-method, multiyear national study on social-emotional well-being supports, focusing on high school students. The authors’ takeaways include insights about high school staffing, high school–specific practices that support social-emotional well-being, equity-oriented social-emotional well-being supports for minoritized students, district-level supports, and challenges to implementing or maintaining social-emotional well-being initiatives at the high school level. The authors also provide recommendations aimed at school district leaders, high school leaders, and educational policymakers."

Kennedy, K., & Wells, J. (2024). Social-emotional well-being for high school students: Guidance for school and system policy and practice. RAND. 

https://www.rand.org/pubs/research_reports/RRA3377-1.html??cutoff=true&utm_source=AdaptiveMailer&utm_medium=email&utm_campaign=701QK00000I6K6ZYAV&utm_term=00vQK00000CvYNqYAN&org=1674&lvl=100&ite=292299&lea=3909544&ctr=0&par=1&trk=a0wQK000007t2A1YAI