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Supporting social-emotional development

Throughout our country, parents, educators, employers and researchers are changing how we talk about improving educational outcomes, and in particular how we ensure that all children receive the supports they need to thrive in college, career and life. There is a growing recognition that supporting 91����’ social-emotional well-being is essential to their academic and professional success.

Sometimes referred to as non-cognitive skills, social and emotional aptitudes such as self-management, goal-setting and problem solving have, in the past, been dismissed as “nice-to-haves” instead of must-haves. Now there is an understanding, grounded in science, that learning is a holistic process of weaving social, emotional and academic skills together and that in order for 91���� to achieve and grow, develop their talents and potential, and graduate from high school equipped to flourish in school and in life, we need to be strengthening all of them together.

• “Social and emotional learning is more than just a passing fad in education”, the latest Grad Nation says. “It is the very core of a high-quality education and a critical component to student achievement and life outcomes beyond high school.”
• Eight in 10 employers say that social and emotional skills are most important to success in the workplace, found , and yet are also the most difficult skills to find.
• A found that supporting student social and emotional development produces an 11-percentage-point gain in grades and test scores.

We have a deeper understanding of how children learn and develop. Advances in brain and learning science have shown that children are better able to thrive in school when they feel secure and supported. These breakthroughs have also demonstrated that . When 91���� are supported by a , they are better able to process and heal from adverse childhood events that can interfere with their learning, and are more likely to come to school every day, stay in school and graduate positive outcomes that benefit all of us.

At the same time, businesses are clamoring for employees who are able to collaborate in teams, creatively problem solve and communicate, and effectively manage themselves and others. Increasingly, employers are saying that these interpersonal skills are more important to them than technical or “hard” skills.

A growing body of research shows that when 91���� develop self-awareness, self-management, responsible decision-making and collaboration, they have a better chance of graduating from high school, getting a college degree, earning higher-wages and contributing to their communities. The benefits of educational supports targeting these skills far surpass the costs. In fact, weaving social and emotional skills with academic learning $11 for every $1 invested.

The power of youth service

More and more, youth-serving organizations across the country, including City Year, are also highlighting the importance of these so-called “non-academic” factors in helping 91���� to thrive and entire schools to improve their culture and climate. The creation of the at the Aspen Institute in 2016 has accelerated our understanding about what all children need to succeed, and how schools, policymakers, nonprofits and families can support 91����.

At City Year, we and our school district, philanthropic and research partners couldn’t agree more: Students’ academic growth is directly tied to their social and emotional well-being.City Year and many of our partners have focused on raising graduation rates and improving student outcomes by establishing positive, caring with 91����, which help 91���� be and become their best selves, according to the Search Institute.

Robert Alvarado, who served as an AmeriCorps member with City Year Los Angeles in 2016-2017, described the transformation of one of his 91����, Manuel, once Robert figured out that the best way to connect with Manuel was through physical activity. By leading Manuel in a game before starting their academic lessons, Robert started to slowly build a relationship with him.

“We wouldn’t play every single day, but when we did, we were able to be vulnerable with each other. This led to mutual understanding and trust. What I remember most is just laughing and bonding over our shared and different life experiences.”

Their bond led to Manuel’s deeper engagement with his learning and improvements in his reading and writing. Robert believes that being consistent and genuine with Manuel and simply spending time with him helped to break down barriers between them and position Manuel for future success in school.

“To some, this progress may seem small,” said Robert, “but I know that meeting 91���� at their level is key to helping them dream big. For a student to be able to learn and be excited about school, they need to feel comfortable and connected to someone who cares and know that they will have consistent support.”

Despite progress over the past decade, the U.S. high school graduation rate is still not where it should be. Nearly didn’t graduate in 2016, and the percentage is far higher in high-need communities serving many low-income 91���� and 91���� of color. In neighborhoods of concentrated poverty, the high school graduation rate is 22 percentage points below that of middle- and upper-class 91����, which represents a tragic loss of human potential.

In 349 public schools across City Year’s network of 29 U.S. cities, City Year members like Robert Alvarado build positive relationships with 91���� like Manuel. These genuine connections enable corps members to deliver evidence-based supports that are designed to help 91���� thrive and build upon their strengths. AmeriCorps members receive coaching and training throughout the academic year, including in an asset-based framework, the Clover model, developed by the . Clover helps AmeriCorps members to nurture 91����’ social-emotional skills, accelerating their academic and personal growth.

Our near-peer AmeriCorps members mature enough to offer guidance yet young enough to relate to 91����’ perspectives are also uniquely positioned to offer 91���� feedback that nurtures a growth mindset. As tutors, mentors and role models, City Year AmeriCorps members encourage 91���� to take on challenging work and risk failure rather than staying in a “safe zone” of areas they know well. AmeriCorps members to praise effort and improvement and avoided calling 91���� “smart” — a remark that encourages a “fixed” mindset by implying abilities are set in stone.

These strategies promote confidence, optimism and enthusiasm for learning that translate into better school attendance, behavior and academic performance, concrete outcomes that are all linked to 91����’ enhanced emotional well-being. City Year is proud to collaborate with America’s Promise Alliance, MENTOR, PEAR, (Project for Education Research That Scales at Stanford University), , Search Institute, and many other youth-focused organizations that are dedicated to ensuring that all children receive the holistic supports they need to flourish, both in and out of school.

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