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Collaborative for Academic, Social, and Emotional Learning (2010). Social and Emotional Learning and Positive Behavioral Interventions and Supports. Chicago, IL: Collaborative for Academic, Social, and Emotional Learning. Retrieved from http://www.casel.org/wp-content/uploads/2016/08/PDF-10-social-and-emotional-learning-and-positive-behavioral-interventions-and-supports.pdf

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Elias, M. J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., Kessler, R., Schwab-Stone, M.E., & Shriver, T.P. (1997). Promoting social and emotional learning: Guidelines for educators. ASCD.

Fredericks, L., Weissberg, R.P., Resnik, H., Patrikakou, E., & O'Brien, M.U. (2005) Schools, families, and social and emotional learning: Ideas and tools for working with parents and families. Chicago and Philadelphia: Collaborative for Academic, Social, and Emotional Learning and Mid-Atlantic Regional Educational Laboratory for Student Success. Retrieved from https://casel.org/wp-content/uploads/2016/06/schools-families-and-social-and-emotional-learning.pdf

Garner, P. W., Duhita, M., Brown, E. L., & Vesely, Colleen K. (2014). Promoting Desirable Outcomes Among Culturally and Ethnically Diverse Children in Social Emotional Learning Programs: a Multilevel Heuristic Model. Educational Psychology Review, 26(1), 165-189. doi: 10.1007/s10648-014-9253-7.

Gayl, C. L. (2017). How state planning for the every student succeeds act (ESSA) can promote student academic, social, and emotional learning: An examination of five key strategies. A Brief from the Collaborative for Academic, Social, and Emotional Learning (CASEL). Retrieved from http://www.casel.org/wp-content/uploads/2017/04/ESSA-and-SEL-Five-Strategies-April-2017-041717.pdf

Greenberg, M.T., Weissberg, R.P., O'Brien, M.U., Zins, J.E., Fredericks, L., Resnick, H., et al. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58, 466–474. doi:10.1037/0003-066X.58.6-7.466

Hoglund, W. L., Klingle, K. E., & Hosan, N. E. (2015). Classroom risks and resources: Teacher burnout, classroom quality and children's adjustment in high needs elementary schools. Journal of School Psychology, 53(5), 337-357. https://doi.org/10.1016/j.jsp.2015.06.002

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Jennings, P. A., Frank, J. L., Snowberg, K. E., Coccia, M. A., & Greenberg, M. T. (2013). Improving classroom learning environments by cultivating awareness and resilience in education. School Psychology Quarterly, 28(4), 374. http://dx.doi.org/10.1037/spq0000035

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693

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Jones, S., Brush, K., Bailey, R., Brion-Meisels, G., McIntyre, J., Kahn, J. et al. (2017). Navigating social and emotional learning from the inside out: Looking inside and across 25 leading SEL programs: A practical resource for schools and OST Providers (Elementary school focus). Harvard Graduate School of Education. Retrieved from http://www.wallacefoundation.org/knowledge-center/Documents/Navigating-Social-and-Emotional-Learning-from-the-Inside-Out.pdf

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CASEL Collaborative for Academic, Social and Emotional Learning
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