Policy can play an essential role in moving efforts to support the whole learner from the periphery to the mainstream of American education, and from the realm of ideas to implementation. This document is rooted in the belief that policy should create enabling conditions for communities to implement locally crafted practices that drive more equitable outcomes by supporting each and every student's social, emotional, and academic development.
National Commission on Social, Emotional, and Academic Development: A Policy Agenda in Support of How Learning Happens
by Camille A. Farrington; Gene Wilhoit; James Comer; James Shelton; John M. Bridgeland; Linda Darling-Hammond; Pedro A. Noguera; Ross Wiener; Steve Canavero; Timothy Shriver
Jan 1, 2019