Transformative Leadership for Social-Emotional Learning. National Association of School Psychologists

Elias, M., O’Brien, M., & Weissberg, R. (2006, December 1). Transformative Leadership for Social-Emotional Learning. National Association of School Psychologists.

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This study argues that instead of determining if grade retention is in fact useful or harmful to our students, we need to look for alternatives that prove to be successful. Elias, O’Brien, and Weissberg propose socio-emotional learning as an alternative to retention, they argue that the amount of evidence conducted clearly demonstrate it as a clear and viable option of intervention that is preferable to retention. Yet, in this high-stake educational environment our country has created, socio-emotional learning is often pushed to the wayside in favor of test prep. However, socio-emotional learning, or SEL, addresses several key areas that are impactful when explicitly taught to students and enhance academic and test performance. These areas include self-awareness (recognition of one’s own strengths and weaknesses), self-management (including impulse control, management of stress, motivation), social awareness (ability to empathize with others), relationship building (strengthening the ability to cooperate with others), and responsible decision-making (using ethical choices to evaluate situations). The positive school climate that comes with the implementation of SEL is a solid alternative to grade-level retention. “Performing well on tests requires such socio-emotional skills as self-control, cooperative interaction, appropriate assertiveness, and problem solving. These skills are required during test preparation, on the day of the event, and when engaged in the larger set of tasks associated with academic learning and homework.”