Popular apps and devices survey

 YouTube was the most common app used on a weekly basis by 4th-12th graders and for 9th-12th graders, email was the second most common app, according to a survey issued by The Social Institute, a company that provides curriculum addressing social-emotional learning, social media and technology. The survey, which included responses from nearly 23,000 students in U.S. public and private schools, found school-issued devices, TVs and smartphones are the most popular devices used by students on a weekly basis.

23 insights for 2023 on how students navigate well-being, social media and tech. Social Institute. https://thesocialinstitute.com/insight/report-23-insights-for-2023-on-how-students-navigate-well-being-social-media-and-tech/.

Best practices for online instruction study

 There is no "right" way to adopt remote instruction, according to a recent study. Its review of 12 schools revealed several best practices, including innovative instruction, support for students with special needs and a focus on social and emotional learning.  Among areas of best practices includes providing support and adjustments, innovative instructional approaches; big-picture planning and establishing core principles; designing data-intensive approaches; creating supportive school-student connections; and building relationships with families and communities. 

 LiBetti, A., BGraziano, L., & Schiess, J. (2020). Promise in the time of quarantine.  Bellwether Education Partners and Teach For America.   https://bellwethereducation.org/sites/default/files/PromiseInQuarantineBellwetherFinal.pdf

In a second report, researchers investigate the relationship between teachers' reports of their students' internet access and their interaction with students and families during school closures related to the coronavirus disease 2019 (COVID-19) pandemic. These data are drawn from the American Instructional Resources Survey (AIRS), which was fielded in May and June 2020 and included questions to teachers regarding their instruction during school closures as a result of the COVID-19 pandemic. When teachers deliver remote instruction, their capacity to communicate with students and their families is shaped by home internet access. Researchers found that half of teachers estimated that all or nearly all of their students had access to the internet at home, and teachers in schools located in towns and rural areas, schools serving higher percentages of students of color, and high-poverty schools were significantly less likely to report that all or nearly all of their students had access to the internet at home. These data suggest that existing inequities for students in rural and high-poverty schools might be exacerbated by students' limited access to the internet and communication with teachers as remote instruction continues.

Stelitano, L., et al. (2020). the digital divide and COVID-19. Rand.  https://www.rand.org/pubs/research_reports/RRA134-3.html?utm_source=WhatCountsEmail&utm_medium=NPA:2559:6359:Sep%2024,%202020%206:03:48%20AM%20PDT&utm_campaign=NPA:2559:6359:Sep%2024,%202020%206:03:48%20AM%20PDT

Emotional Self-Regulation Study

Emotional intelligence is an important part of academic success—from kindergarten into college—according to a new study. In particular, students who understand and can manage their emotions earn higher grades and do better on standardized tests.  The findings help bolster the growing consensus among researchers that skills such as emotional intelligence are not just important for future workplace success, but also students' academic success in the here and now. The results are also likely to help schools make the case that investing in teaching social-emotional skills will bring a payoff in improved student achievement.
McCann, C. et al. (2019). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 1-36. http://dx.doi.org/10.1037/bul0000219
https://www.apa.org/pubs/journals/releases/bul-bul0000219.pdf

SEL Efforts Report

Major meta-analyses examined the short- and long-term effects of universal, school-based SEL programs across 265 reports on student outcomes in six domains: social and emotional skills, attitudes toward self and others, positive social behavior, conduct problems, emotional distress, and academic performance. The report describes several SEL efforts and their impact. The researcher also gives advice for educators training SEL.
Weissberg, R. P. (2019). Promoting the social and emotional learning of millions of school children. Perspectives on Psychological Science, 14(1), 65-69.

https://journals.sagepub.com/doi/full/10.1177/1745691618817756?casa_token=jrjtLqv50KgAAAAA:OgOaueC9qyyA_y0tRUeYYcMVzByZ_Vk0fN6x3SnoVtUR4_t9FERhOgZVRtXHHaLeVBin3l6OiJvGHA

Social-emotional competence

This research review found that SEL is important for healthy development, facilitates in the behavior change process, and predicts important adult life outcomes. SEL can be improved with feasible, cost-effective interventions. Researchers developed an intervention model that enhances SEL, starting in preschool. Curriculum should include interpersonal and interpersonal competence, risk reduction, resistance skills, and ways to improve school climate. 

Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social‐emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/cdev.12739?casa_token=7LbNAkzYw7wAAAAA:ougjl7guWCWKf6MsDWiCJYkmmHHB5cGzhCvZ3_UNVTyxKudoxRJDO7yboRub3XDbgBTlq6c3vYY2bQ8

Social-Emotional Learning Perspectives

Social and emotional learning (SEL) is the process through which students develop interpersonal and intrapersonal competencies. This report presents findings from teachers and principals surveyed. These educators addressed questions about the importance and value of SEL in schools, their approaches to promoting and measuring SEL, and their opinions regarding supports for improving SEL. The findings should be useful to developers of SEL-related resources and to researchers, policymakers, and practitioners.

Key Findings

• Large majorities of principals described SEL as a top priority.
• Most educators rated a wide range of SEL skills as important; teachers tended to assign greater importance to SEL skills.
• Educators believed that SEL programs can improve student outcomes and school climate.
• Elementary educators tended to use programs and curricula; secondary school educators tended to use informal practices.
• Educators reported using a variety of strategies; positive behavior systems and trauma-informed practices were common.
• Majorities of educators reported receiving SEL training and that schools measured SEL.
• Many educators reported that having more time would improve their school's ability to address SEL. 

Hamilton, L., Doss, C., & Steiner, E. (2019).Teacher and principal perspectives on social and emotional learning in America's schools. Santa Monica, CA: RAND Corporation.
https://www.rand.org/pubs/research_reports/RR2991.html