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Parents and teachers endorse SEL and SL as mutually reinforcing parts of student success, yet report that classroom opportunities lag behind demand, especially for rural and low-income students. Findings highlight heightened urgency during COVID-19, emphasizing whole-child development, real-world student experiences, and the need to connect learning with community needs.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Service-Learning in America’s Public Schools  \nA Report by Civic with Hart Research Associates  \nMatthew N. Atwell, John M. Bridgeland, & Eleanor P. Manspile  \nMADE POSSIBLE BY THE ALLSTATE FOUNDATION  \nTable of Contents  \nExecutive Summary ................................................................................... 4  \nIntroduction .............................................................................................. 10  \nWhat is Social and Emotional Learning? .................................................. 12  \nWhat is Service-Learning? ....................................................................... 13  \nVirtual Service-Learning .......................................................................... 14  \nSurvey Findings......................................................................................... 16  \n2020: Schools Transformed ............................................................... 17  \nPerspectives on Student Development and Classroom Learning ........ 19  \nAttitudes and Access ........................................................................ 22  \nSocial and Emotional Learning ....................................................... 22  \nService-Learning ........................................................................... 26  \nPath Forward.............................................................................................32  \nConclusion ................................................................................................35  \nAcknowledgments....................................................................................36  \nReferences................................................................................................ 37  \nAppendix I. Methodology ..........................................................................39  \nAppendix II. Findings from Previous SEL Surveys................................... 40  \n2 READY TO ENGAGE  \nA REPORT BY CIVIC | 2021 3  \nExecutive Summary  \nThrough SEL, students cultivate the skills needed to form productive relationships, make responsible decisions, and communicate effectively.  \nW hen this project began before  \nthe COVID-19 pandemic, we  \nset out to learn about the perspectives of parents and teachers on the value of social and emotional learning (SEL) and service-learning (SL), and the extent to which each are integrated into classrooms across the United States. Results from two nationally representative surveys of parents and teachers conducted by Hart Research Associates for this report provided encouraging results: both parents and teachers endorse a holistic view of education and student success that includes SEL and SL. They believe SEL and SL have a reciprocal, mutually reinforcing relationship, but they report implementation of SEL and SL opportunities in school  \nlags behind demand, with more troubling opportunity gaps for rural and low-income students. The pandemic has made the need for SEL and SL even more urgent.  \nThese results echo emergent research from the past two decades that asserts that schools must engage the whole  \nchild by integrating social, emotional, and academic development with relevant instruction and programming. Through SEL, students cultivate the skills needed to form productive relationships, make responsible decisions, and communicate effectively. Service-learning offers students realworld experiences that connect classroom learning to life; reinforce social, emotional, and academic development; broaden perspectives; deepen social awareness; and connect decisions and actions to the needs of communities.  \n“I think [social and emotional skills are] more important this year because of the general chaos caused by COVID and even more recently, the unrest due to the elections. I think the ability to empathize is an important step for a well-rounded student. There is so","cbCaiazHgYYRBw4I","https://ap.wps.com/l/cbCaiazHgYYRBw4I","pdf",2487784,42,"English","# Executive Summary\n# Introduction\n## What is Social and Emotional Learning?\n## What is Service-Learning?\n## Virtual Service-Learning\n# Survey Findings\n## 2020: Schools Transformed\n## Perspectives on Student Development and Classroom Learning\n## Attitudes and Access\n## Social and Emotional Learning\n## Service-Learning\n# Path Forward\n# Conclusion\n# Acknowledgments\n# References\n# Appendix I. Methodology\n# Appendix II. Findings from Previous SEL Surveys","[{\"question\":\"How do parents and teachers view the role of SEL and SL in student success?\",\"answer\":\"They endorse a holistic education model in which SEL and SL support students’ relationships, decision-making, communication, and learning outcomes.\"},{\"question\":\"What gaps exist between demand and classroom implementation of SEL and SL?\",\"answer\":\"Implementation opportunities are reported to lag behind demand, with more troubling gaps for rural and low-income students.\"},{\"question\":\"Why has the relevance of SEL and SL increased since early 2020?\",\"answer\":\"COVID-19, social upheaval, and threats to democratic participation have intensified the need for student experiences that build social awareness and civic connection.\"}]","READY TO ENGAGE - Perspectives of Teachers and Parents on Social and Emotional Learning and Service-Learning in America’s Public Schools | PDF",1792044128,106]