This book brings together influential scholars of social and emotional learning (SEL) to discuss current issues in the field. Chapters address issues related to theory and research, educational reform and intervention, social justice, neurobiology, and assessment.
Children engage in a wide range of school-related tasks that require not only cognitive and intellectual skills but also social and emotional competencies that set the stage for academic engagement and learning. In recognition of these competencies, scholars have increasingly focused on questions concerning social and emotional learning (SEL):

• What must children learn to be socially competent students?
• And how might educators support the development of these skills most effectively?

This volume features scholars of SEL at the forefront of these efforts. Chapters address issues related to theory and research, educational reform and intervention, social justice, neurobiology, and assessment. They describe a prevention science approach to SEL; detail a comprehensive implementation model for their RULER approach to SEL; advocate for “transformative” SEL that focuses on cultural and contextual issues; describe advances in neurobiology that suggest a reciprocal relationships between brain development and social-emotional experiences; delve into the challenges and opportunities of using SEL assessments in applied work, as well as comment on strengths and remaining challenges to the field of SEL.
This book was originally published as a special issue of Educational Psychologist.