Abstract
What does it take to ensure that students are present to learn? What does it take for them to care enough about the world and each other to commit to collective efforts to address one of the major challenges of our time: climate change? It is no longer enough to simply teach reading, writing, and arithmetic in a one-size-fits-all approach that is useful for finding jobs in industrial societies. In addition to these cognitive skills, our children must learn the necessary social and emotional skills to thrive in an information-rich and climate-shifting society where knowledge, innovation, collaboration, and adaptation are key. Considering the looming threat of climate change, there is no time to waste.
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Notes
- 1.
Alice Fothergill and Lori Peek, Children of Katrina (Austin, TX: University of Texas Press, 2015).
- 2.
Ibid.; Amy McConnell Franklin, “The Integrated Model: A Framework for Emotional Intelligence: Awareness, Intention, and Choice in Decision-making and Relationship,” 2014, www.amymcconnellfranklin.com/the-integrated-model-of-emotional-intelligence-3.
- 3.
Collaborative for Academic, Social, and Emotional Learning (CASEL) website, www.casel.org.
- 4.
Joseph A. Durlak et al., “The Impact of Enhancing Students’ Social and Emotional Learning: A Meta‐analysis of School‐based Universal Interventions,” Child Development 82, no. 1 (2011): 405–32; Roger P. Weissberg et al., “Social and Emotional Learning: Past, Present, and Future,” Handbook of Social and Emotional Learning: Research and Practice (New York: Guilford, 2015); Damon E. Jones, Mark Greenberg, and Max Crowley, “Early Social-emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness,” American Journal of Public Health 105, no. 11 (2015): 2,283–90; Weissberg et al., “Social and Emotional Learning: Past, Present, and Future”; Ann S. Masten, “Resilience in Developing Systems: Progress and Promise as the Fourth Wave Rises,” Development and Psychopathology 19, no. 3 (2007): 921–30; James J. Heckman, Jora Stixrud, and Sergio Urzua, The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior (Washington, DC: National Bureau of Economic Research, 2006).
- 5.
Clive Belfield et al., “The Economic Value of Social and Emotional Learning,” Journal of Benefit-Cost Analysis 6, no. 3 (2015): 508–44. Box 8-1 from the following sources: Thomas J. Doherty and Susan Clayton, “The Psychological Impacts of Global Climate Change,” American Psychologist 66, no. 4 (2011): 26; Janet Swim et al., Psychology and Global Climate Change: Addressing a Multi-faceted Phenomenon and Set of Challenges (Washington, DC: American Psychological Association, 2009); Tom Crompton and Tim Kasser, Meeting Environmental Challenges: The Role of Human Identity (Godalming, U.K.: WWF-UK, 2009).
- 6.
Alistair Woodward, Simon Hales, and Philip Weinstein, “Climate Change and Human Health in the Asia Pacific Region: Who Will Be Most Vulnerable,” Climate Research 11, no. 1 (1998): 31–38; Karen L. O’Brien and Robin M. Leichenko, “Double Exposure: Assessing the Impacts of Climate Change Within the Context of Economic Globalization,” Global Environmental Change 10, no. 3 (2000): 221–32.
- 7.
Katie Parsanko-Malone, Poudre High School, Fort Collins, CO, personal communication with Pamela Barker, July 22, 2016.
- 8.
Cynthia Frantz et al., “There Is No ‘I’ in Nature: The Influence of Self-Awareness on Connectedness to Nature,” Journal of Environmental Psychology 25, no. 4 (2005): 427–36.
- 9.
Weissberg et al., “Social and Emotional Learning: Past, Present, and Future.” Figure 8-1 adapted from Ibid., 7.
- 10.
CASEL, “Inclusion Criteria for SELect Programs,” www.casel.org/guide/criteria, viewed July 6, 2016; CASEL, “Selecting Evidence-Based SEL Programs,” www.casel.org/guideselecting-programs, viewed July 6, 2016; Dean L. Fixsen et al., Implementation Drivers: Assessing Best Practices (Chapel Hill, NC: Frank Porter Graham Child Development Institute, University of North Carolina Chapel Hill, 2013).
- 11.
Lori Nathanson et al., “Creating Emotionally Intelligent Schools with RULER,” Emotion Review, August 18, 2016; Yale Center for Emotional Intelligence, RULER website, http://ei.yale.edu/ruler-schools/, viewed November 14, 2016.
- 12.
Ibid.; Marc A. Brackett and Susan E. Rivers, “Transforming Students’ Lives with Social and Emotional Learning,” in Reinhard Pekrun and Lisa Linnenbrink-Garcia, eds., International Handbook of Emotions in Education (London: Routledge, 2014), 368–88.
- 13.
Brian D. Ostafin, Michael D. Robinson, and Brian P. Meier, eds., Handbook of Mindfulness and Self-regulation (Berlin: Springer, 2015); Tamar Mendelson et al., “Feasibility and Preliminary Outcomes of a School-based Mindfulness Intervention for Urban Youth,” Journal of Abnormal Child Psychology 38, no. 7 (2010): 985–94; Kimberly A. Schonert-Reichl and Molly Stewart Lawlor, “The Effects of a Mindfulness-based Education Program on Pre-and Early Adolescents’ Well-being and Social and Emotional Competence,” Mindfulness 1, no. 3 (2010): 137–51; Emily Deruy, “Does Mindfulness Actually Work in Schools?” The Atlantic, May 20, 2016; Tara Garcia Mathewson, “Where Mindfulness Education Fits in Schools,” Education Dive, August 31, 2016. Box 8-2 from UWC Thailand website, www.uwcthailand.net, viewed October 14, 2016, and from UWC International website, www.uwc.org, viewed October 14, 2016.
- 14.
Abbey J. Porter, “Restorative Practices in Schools: Research Reveals Power of Restorative Approach, Part II,” Restorative Practices E-Forum 3 (2007).
- 15.
Eric Rasmussen, “Connection Circles: How to Establish a Restorative Circle Practice,” Kaleidoscope (Knowles Science Teaching Foundation), Spring 2016, 3–7.
- 16.
Barrowford Primary School website, www.barrowford.lancs.sch.uk.
- 17.
Box 8-3 from the following sources: Hearts and Horses Therapeutic Riding Center website, www.heartsandhorses.org; Linda Kohanov, The Power of the Herd: A Nonpredatory Approach to Social Intelligence, Leadership and Innovation (Novato, CA: New World Library, 2013); Pamela Barker and Tamara Merritt, Final Report: TSD at Hearts and Horses Spring 2016, unpublished, 2016.
- 18.
CASEL, “State Scan Scorecard Project,” www.casel.org/state-scan-scorecard-project, viewed August 27, 2016; CASEL, “Partner Districts,” www.casel.org/partner-districts, viewed August 27, 2016.
- 19.
Organisation for Economic Co-operation and Development, Skills for Social Progress: The Power of Social and Emotional Skills (Paris: 2015); Catalina Torrente, Anjali Alimchandani, and J. Lawrence Aber, “International Perspectives on SEL,” Handbook of Social and Emotional Learning: Research and Practice (New York: Guilford, 2015).
- 20.
Fothergill and Peek, Children of Katrina.
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Barker, P., Franklin, A.M. (2017). Social and Emotional Learning for a Challenging Century. In: EarthEd. State of the World. Island Press, Washington, DC. https://doi.org/10.5822/978-1-61091-843-5_8
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