TOPIC

Supporting students’ social-emotional, mental & physical health

Social Emotional Health

There is increasing recognition among educators, researchers, policymakers, and the broader public that schools should play a role in students’ mental, physical, and social-emotional health.

This “whole child” approach is designed to ensure that all students in California, particularly those who are historically underserved, have the opportunities and supports they need to thrive academically, socially and emotionally, and in college, career, and life.

A key part of PACE’s research in this area is driven by the CORE Districts’ surveys of students in grades 4-12 on their school’s culture and climate (CC) and their own social-emotional learning (SEL), including growth mindset, self-management, self-efficacy, and social awareness. Our work aimed to better understand SEL/CC measurement and to provide guidance for how schools can better serve students needs in this area. 

Recent Topic Publications
The District’s Role in Community School Development
California is prioritizing equity in education post-COVID-19 by investing in community schools. Districts have an important leadership responsibility to develop the conditions, capacities, and resources for effective, sustainable community schools.…
Newcomer Education in California
Every year, there are between 150,000 and 200,000 immigrant students in California who have been in U.S. schools for less than 3 years. These newcomers generally require specialized academic instruction and social services to succeed in school.…
Disparities in Unexcused Absences Across California Schools
Finding effective ways to improve school attendance is more important than ever given the dramatic increases in chronic absence nationwide and in California. This report presents a compelling case for using data about unexcused absences to advance a…
Does Reclassification Change How English Learners Feel About School and Themselves?
Reclassification can be an important juncture in the academic experience of English learners (ELs). Literature has explored the potential for reclassification to influence academic outcomes like achievement, but its impact on social-emotional…