Publications

Supporting evidence-based SEL programs: What state policymakers can do

Dermody, C., & Dusenbury, L. (2022). Supporting evidence-based SEL programs: What state policymakers can do. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Mindfulness in schools: Evidence on the impacts of school-based mindfulness programs on student outcomes in P-12 educational settings

Roeser, R. W., Galla, B. M., & Baelen, R. N. (2022). Mindfulness in schools: Evidence on the impacts of school-based mindfulness programs on student outcomes in P–12 educational settings. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University. Updated version with new appendices

Opportunities to strengthen SEL impact through Youth-Led Participatory Research (YPAR)

Ozer, E. J., Shapiro, V. B., & Duarte, C. d. P. (2020). Opportunities to strengthen SEL impact through Youth-led Participatory Action Research (YPAR). University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Trauma-sensitive schools and social and emotional learning: An integration

Osher, D., Guarino, K., Jones, W., & Schanfield, M. (2021). Trauma-sensitive schools and social and emotional learning: An integration. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Supporting school community wellness with Social and Emotional Learning (SEL) during and after a pandemic

Cipriano, C., Rappolt-Schlichtmann, G., & Brackett, M. A. (2020). Supporting school community wellness with social and emotional learning (SEL) during and after a pandemic. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

SEL assessment to support effective social emotional learning practices at scale

McKown, C., & Herman, B. (2020). SEL assessment data to support effective social emotional learning practices at scale. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Principals' social and emotional competence: A key factor for creating caring schools

Mahfouz, J., Greenberg, M. T., & Rodriguez, A. (2019). Principals' social and emotional competence: A key factor for creating caring schools. University Park, PA: Edna Bennett Pierce Prevention Research Center.

Social and emotional development matters: Taking action now for future generations

Greenberg, M. T., & Weissberg, R. (2018). Social and emotional development matters: Taking action now for future generations. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

With a little help from my friends: The importance of peer relationships for social-emotional development

Pepler, D. J., & Bierman, K. L. (2018). With a little help from my friends: The importance of peer relationships for social-emotional development. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Applying an equity lens to social, emotional, and academic development

Simmons, D. N., Brackett, M. A., & Adler, N. (2018). Applying an equity lens to social, emotional, and academic development. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Social-emotional development in the first three years

Thompson, R. A. (2018). Social-emotional development in the first three years: Establishing the foundations. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

School climate and social and emotional Learning

Osher, D., & Berg, J. (2017). School climate and social and emotional learning: The integration of two approaches. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Promoting social and emotional learning in the middle and high school years

Domitrovich, C. E., Syvertsen, A. K., & Calin, S. S. (2017). Promoting social and emotional learning in the middle and high school years. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Improving the social emotional skills in childhood enhances long-term well-being and economic outcomes

Jones, D., Crowley, D. M., & Greenberg, M. T. (2017). Improving social emotional skills in childhood enhances long-term well-being and economic outcomes. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Promoting social emotional learning in preschool: Programs and practices that work

Bierman, K. L., Greenberg, M. T., & Abenavoli, R. (2016). Promoting social and emotional learning in preschool: Programs and practices that work. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Social emotional learning in elementary school: Preparation for success

Dusenbury, L., & Weissberg, R. P. (2017). Social emotional learning in elementary school: Preparation for success. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Parent engagement practices improve outcomes for preschool children

Bierman, K. L., Morris, P. A., & Abenavoli, R. M. (2017). Parent engagement practices improve outcomes for preschool children. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.

Teacher stress and health: Effects on teachers, students, and schools

Greenberg, M. T., Brown, J. L., & Abenavoli, R. M. (2016). Teacher stress and health effects on teachers, students, and schools. University Park, PA: Edna Bennett Pierce Prevention Research Center, The Pennsylvania State University.