RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning

Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage thei...

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Bibliographic Details
Published inEducational psychologist Vol. 54; no. 3; pp. 144 - 161
Main Authors Brackett, Marc A., Bailey, Craig S., Hoffmann, Jessica D., Simmons, Dena N.
Format Journal Article
LanguageEnglish
Published Philadelphia Routledge 03.07.2019
Taylor & Francis Ltd
Subjects
Change Strategies
Classroom Environment
Curriculum
Educational Environment
Educational Practices
Educational psychology
Elementary Secondary Education
Emotional Development
Emotions
Family Environment
Instructional Leadership
Interpersonal Competence
Learning
Preschool Education
Professional Development
Program Implementation
Social Development
Social Emotional Learning
Social Responsibility
Teacher Burnout
Teaching Methods
Theories
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Summary:Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage their own and other's emotions and behavior, make responsible decisions, and build positive relationships. Here, we describe RULER, a systemic evidence-based approach to SEL, including its Theory of Change, and key theories that are foundational to the approach. RULER's implementation model also is described, which involves training for school leaders, educators, and staff; integrating SEL into the curriculum across grade levels; infusing SEL into schoolwide practices and policies; and engaging families and the broader community. RULER's current and expected outcomes for children and adults are reviewed, including both proximal (e.g., more developed emotion skills and enhanced classroom climate) and distal (e.g., reduced teacher stress and burnout and greater academic performance) outcomes. RULER's future directions also are discussed.
ISSN:0046-1520
1532-6985
DOI:10.1080/00461520.2019.1614447