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The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work. According to the Collaborative for Academic and Social and Emotional Learning, SEL is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." This case study explores how Lister Elementary School in Tacoma, Washington, established SEL and equity as a nonnegotiable foundation for its work with students, staff, and families. Lister staff received comprehensive support in their SEL and equity work. This included written SEL lessons that incorporated racial equity, a range of training opportunities developed and led by Lister school administrators, regular check-ins and opportunities for input during standing staff meetings, and feedback provided through formal and informal evaluations. Lister established schoolwide consistency with regards to SEL. Students and staff used common terminology to communicate about SEL. The SEL scope and sequence was designed to ensure that the same concepts were reinforced across classrooms and evolved as students progressed through each grade.

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The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative (PSELI) is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work. The six communities that participate in PSELI are Boston, Massachusetts; Dallas, Texas; Denver, Colorado; Palm Beach County, Florida; Tacoma, Washington; and Tulsa, Oklahoma. According to the Collaborative for Academic and Social and Emotional Learning, SEL is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." Six case studies spotlight specific approaches to implementing SEL. This cross-cutting report briefly summarizes each case and highlights shared themes among them. Themes include implementing SEL by building adults' SEL skills before building children's SEL skills and sustaining SEL work even as staff turn over by distributing leadership.

Affective education --- Social learning --- United States.

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The Wallace Foundation's Partnerships for Social and Emotional Learning Initiative is a six-year initiative that The Wallace Foundation launched in 2017 to explore whether and how children benefit when schools and their out-of-school-time (OST) programs partner to improve social and emotional learning (SEL), as well as what it takes to do this work. According to the Collaborative for Academic and Social and Emotional Learning, SEL is "the process through which children and adults understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions." This case study explores how Whitman Elementary in Tulsa, Oklahoma, and its out-of-school-time program partner, Youth at Heart, learned to first invest in adults so that they are equipped to support students' SEL. In the 2020-2021 school year, a focus on consistent SEL practices as a way to support students, particularly those who had experienced trauma, resulted in students experiencing the same SEL resources, signature practices, and monthly SEL words across the school and OST day. School and OST program staff alike noticed improvements in both students' social and emotional skills and behavior, as well as school climate. Students' improved ability to express and regulate their own emotions corresponded with fewer fights, stronger relationships, and an improved climate. A switch to focusing on SEL practices, as opposed to SEL lesson plans, and reducing the number of SEL resources also helped teachers more consistently incorporate SEL.

Social learning. --- Emotions. --- Educational planning. --- Adult education. --- Education

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Despite the consensus about the importance of violence prevention efforts in kindergarten through 12th grade (K-12) schools, research has revealed little about how to promote reporting among people who become aware of possible threats so that action can be taken. The authors of this report believe that the effectiveness of different approaches to reporting is likely to vary considerably across different school contexts. This report helps fill this gap by illuminating the variety of threat reporting models available to K-12 schools across the country, as well as how school leaders can support individuals' decisions to report threats in a way that will work best for their school environments. This study drew on a review of the literature focused on threat reporting and threat reporting systems, with particular attention to how their design and structure, as well as student- and school-level factors, can affect student willingness to report potential threats. It also drew on more than 30 interviews conducted with stakeholders across the U.S. K-12 school community to identify current approaches to encourage reporting, strategies for success, and the challenges that schools and districts face in this area. Interviews with stakeholders at the state, district, and school levels provided insight into a varied set of reporting models in place across the country at state, school district, county, and community levels.

Schools --- School violence --- Violence --- Students --- Security measures --- Safety measures --- Prevention --- Forecasting --- Violence against