Guidelines for Social and Emotional Learning.CASEL, 2002
In 2002, the Collaborative for Social and Emotional Learning (CASEL) published a set of 10 guidelines to characterize effective programming for social and emotional learning: the process through which children and adults develop the skills, attitudes, and values necessary to understand and manage life tasks. These concepts include cognitive learning, forming relationships, and adapting to the demands of growing up in today's complex society. The guidelines stress the need to acknowledge the interrelatedness of social issues among adolescents and address them at a "whole school" level, rather than through isolated, fragmented programming.
Lleras, Christy. Do Skills and Behaviors in High School Matter? The Contribution of Noncognitive Factors in Explaining Differences in Educational Attainment and Earnings Social Science Research, 2008 Using data from the National Educational Longitudinal Survey, this study examines the unique and collective impact of cognitive skills and non-cognitive behaviors in high school on educational attainment and earnings for a tenth grade cohort, nine years later. The results indicate that students with better social skills, work habits, and who participated in extracurricular activities in high school had higher educational attainment and earnings, even after controlling for cognitive skills.
Social Skills: Promoting Positive Behavior, Academic Success, and School Safety. National Association of School Psychologists This fact sheet from the National Association of School Psychologists acknowledges the critical role that social skills play in maintaining a positive school environment and reducing school violence. Noting that the social learning takes place at school through direct and indirect instruction, the authors present a detailed list of social skills interventions and criteria for effective social training.